2025-09-30
This mini-Pecha Kucha turned my learning process from passive to active. Its time limits also forced me to only distill core ideas, verify details for clarity. It also largely trained my presenting skill, also providing me an new way to present my presentation more efficient in the future.
When doing research for the presentation, this new format made me think of how I could condense the amount of information I put on a slide and how to choose the most important information to present. Learning was easier with this format since there was only a few pieces of key information per slide which made it easy to process and understand.
This creative format made the learning process more engaging and forced me to adapt my speaking flexibly within the time limit. Repeated practice not only deepened my understanding of emotions but also helped me remember the key points more clearly.
It is good but with some limitations. For one thing is that each slide pass through after 20 seconds, so some groups are having a super duper fast speed of speaking, which is beyond the speed that my brain can absorb new things in a second language. However it do have strengths, for example since each slides passes through very quick the presenters had to make something that impresses the audience and it usually works, such as the example of reason that says Mr. Coleman equals grandpa.
Let’s stop speaking like rappers.
I think sometimes these presenters should not present and explain too much concepts or contents, because it will confuse the audience since people cannot receive too much information in a short period of time.
This element focuses on exploring the nature and scope of the different themes and areas of knowledge. It explores how each theme/area of knowledge fits within the totality of human knowledge, and also considers the nature of the problems that each theme/area of knowledge faces and tries to address.
This element focuses on exploring the methods, tools and practices that we use to produce knowledge. This includes the building of conceptual frameworks， the establishing of traditions and practices, as well as the methodologies employed by formal disciplines. It also includes consideration of the cognitive and material tools that we have available to help us in the pursuit of knowledge, and of how these tools have changed as a result of technological developments.
This element focuses on the importance and influence of perspectives and context. This includes reflection on the students’ own perspectives and what informs them， as well as how different people or groups view or approach knowledge in the different themes/areas of knowledge. It also includes reflection on historical perspectives and how knowledge changes over time.
This element focuses on exploring ethics and the ethical considerations that have an impact on inquiry in the different themes and areas of knowledge. This includes aspects such as the relationship between facts and values, and how ethical and epistemic values are built into the quest for knowledge. It also includes questions relating to knowledge and inequality and injustice. It is crucial that ToK discussions about ethics focus on the knowledge questions that are woven into， and implied, in the ethical issues being discussed, rather than the focus being on debating the ethical issues themselves.
BNDS DP1 TOK