new guidelines for students graduating in 2010 and thereafter creativity, action, service
TRANSCRIPT
NEW GUIDELINES FOR STUDENTS GRADUATING IN 2010
AND THEREAFTER
Creativity, Action, Service
Learning Ouutcomes
Highlight of Changes
Inquirers Knowledgeable Thinkers Communicators Principled
Aims of CAS undertakings must connect to the IB Learner Profile
Open-minded Caring Risk-takers Balanced Reflective
Learning outcomes are KEY...experience & reflections must evidence a minimum of 2-3 learning outcomes per CAS undertaking
Highlight of Changes
Emphasis on CAS as experiential learningPLAN
Identify GoalsDecide how (using
previous experience & knowledge)
ACTReal Tasks
Concrete experience
OBSERVEThink about feelings &
interactionsAnalyse perceptions
ReflectIdentify achievements &
outstanding issues; personal strengths &
challenges
Evaluate actions
Synthesize new understandings
APPLY LEARNING
IN NEW SITUATIONS
Highlight of Changes
Reduce paper form-filling & mechanical administration Yep...paper is BACK-UP...we are moving to paperless...
Emphasis on nature of evidence (more on this later...)
Emphasis on nature of reflection (more on this later)
Even distribution of: Learning outcomes across all undertakings Duration of undertakings/nature of the commitment made:
Short term (<30 days) Medium term (31-120 days) Long term (120+ days)
Highlight of Changes
As evaluators we are instructed to discount undertakings that are repetitive, “routine” or do not personally challenge (extend the student)
Political activity: Essential to take into consideration if a CAS undertaking
will put the student at risk or will cause, or make worse social/cultural/political divisions.
Religious: An undertaking must be very CLEARLY secular and the
supporting the experience must demonstrate a greater understanding of different social, cultural backgrounds.
DEMONSTRATE 3 DURATIONS OF COMMITMENT
EVIDENCE 2-3 LEARNING OUTCOMES PER UNDERTAKING
FOR EACH UNDERTAKING THERE ARE 3 REQUIREMENTS:
GOALS, EVIDENCE
REFLECTION
The Rule of 3’s
EXAMPLES
The Nature of the Commitment
But I don’t understand...what about the hours?”
Example of a short term: 2 weeks of working with Habitat for Humanity in a foreign
country “hours”: 10-12hrs per day for 14 days...140+hrs Action & Service BUT
Under the new CAS rules: does not have equal distribution of a medium or long term commitment (lacking in “C” too but I am sure you may have found a way...)
CONCLUSION: You still need a short term commitment & protracted
commitment You still need to demonstrate an equal distribution of all
learning outcomes Put down your calculators...Hours don’t count!
But I don’t understand...what about the hours?”
Example of a medium term: Running Room: instead of being paid, you volunteer
to help with the “Learn to Run” clinic 10 weeks; one night (1hr classes) per week + the
occasional email to clients about 10-12 hours
But... think of the learning outcomes
For me it was new challenge, planning & initiating, worked collaboratively, shown perseverance & commitment, new skill
It is a medium-term commitment...despite the low hours...
But I don’t understand...what about the hours?”
Example of a long term: A camp for kids
Annual camp for kids: booking for subsequent years, 1 or 2 weekends of planning with other organizers, preparing and posting application forms on the web, administrative organization, etc...
For 7 days in July: 24/7 (168 hours) You plan the menu Help with the prep & cooking Act as an LD – group sessions on community & reading, etc... Teach – maybe you help kids learn to paint or take them on a
hike You take scuba diving lessons
Have you successfully met the requirements of CAS if you do only this undertaking?
NO
You have only committed to ONE projectIt was only one of a long-term commitment
whereby you could defer, juggle, etc...until the major deadlines (a good skill...prioritizing)
But you have not demonstrated stepping into “immediate action” or “we need you for a few weeks”
PROJECTS
ACTIVITIES
TASKS
Learning Outcomes
Projects, Activities, Tasks
Project #1 Project #2 Project #3
Activity Activity Activity
Task
TaskTask
TaskTask
Task
This is another way of looking at short, medium & long-term undertakings:
“Typically”: a “project” is of a protracted duration and can include “activities” of medium duration and/or “tasks” of short duration
The CAS definition of “project”:
“Think globally; act locally.”Students should be involved in at least ONE
project involving: teamwork that integrates two or more creativity,
action and service activities and tasks. is of significant duration issues of global importance
As a school we will be examining possible “projects” and inviting IB students to step up for the purpose of CAS
Learning outcomes
Increased their awareness of their own strengths and areas for growth They are able to see themselves as individuals with
various skills and abilities, some more developed than others, and understand that they can make choices about how they wish to move forward. Ask yourself: what are my strengths & abilities? How can I improve?
Undertaken new challenges A new challenge may be an unfamiliar activity, or an
extension to an existing one. Ask yourself: What will I try that is new? How will I improve on an existing talent?
Learning outcomes
Planned and initiated activities Planning and initiation will often be in collaboration with
others. It can be shown in activities that are part of larger projects, for example, ongoing school activities in the local community, as well as in small student-led activities. Ask yourself: How can I plan, direct & collaborate on a
project, activity or task?Worked collaboratively with others
Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in a kindergarten. At least one project, involving collaboration and the integration of at least two of creativity, action and service, is required. Ask yourself: how can I build better collaborative
relationships/skills? At a minimum ONE project must involve collaboration & must
involve 2 of: C, A, S
Learning outcomes
Shown perseverance and commitment in their activities At a minimum, this implies attending regularly and
accepting a share of the responsibility for dealing with problems that arise in the course of activities. Ask yourself: Do I attend all meetings regularly? Do I help
work through difficulties & challenges when they arise?
Engaged with issues of global importance Students may be involved in international projects but
there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, caring for the elderly). Ask yourself: “What global issues can I impact from A minimum of ONE project of global concern
Learning outcomes
Considered the ethical implications of their actions Ethical decisions arise in almost any CAS activity (for example,
on the sports field, in musical composition, in relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations with CAS advisers. What ethical concerns arise in the activities? How do I resolve
them?
Developed new skills As with new challenges, new skills may be shown in activities
that the student has not previously undertaken, or in increased expertise in an established area. What new skills will I need to carry out my intended activities?
How will I demonstrate (evidence) the new skill in a meaningful way?
Short Duration
Medium Duration
Extended Duration
Learning Outcome 1
(A) (S)
Learning Outcome 2
(S)
Learning Outcome 3
(A)
Learning Outcome 4
(C) (S)
Learning Outcome 5
(C)
Learning Outcome 6
(A)
Learning Outcome 7
(A)
Learning Outcome 8
(A) (C)
Don’t worry, I’ve created a really cool excel spreadsheet to help you track the balance between:
C, A, SDurations
Distribution of learning outcomes
RELAX
Until you get comfortable with excel and/or embedding hyperlinks, you will be able to print one off and manually fill it in...
THE KEY COMPONENTS FOR EVERY CAS PROJECT, ACTIVITY &TASK
Goal, Evidence, Reflection
Goal
For each CAS undertaking the student must identify goals... Connect these to the learning outcomes Decide how the goals will be met...plan
These must be written up and stored in an electronic CAS folder: NB: do not store your folder under your student number on
the Peel Server…get a USB! For organizational purposes
consider a sub-folder for each unrelated project/activity/task Consider a consistent file name:
Example: GOALS – coaching little leagueEVIDENCE – coaching little leagueEVIDENCE 2 – coaching little leagueEVIDENCE Supervisor’s report – coaching little
leagueREFLECTION – coaching little league
Evidence
Think beyond the signature...with the focus on experiential learning a “signature” is not hard evidence of learning outcomes experienced/met...
Evidence is: An email trail A letter of thanks you received Photographs; an electronic scrap-book... A time-chart with your volunteer schedule A picture of your hospital volunteer ID A plane ticket (if you end up in Peru with Habitat for
Humanity) A web-log journal
...you get the ideaMUST connect directly to the learning outcomes
identified in your goals...Electronic...scan it in if you must...(“gif” or “pdf”
format)
Documenting CAS:
Templates for the following will be uploaded to the website:
http://www.turnerfenton.com/Programs/ib/index.html
Tracking excel spreadsheet Setting goals Supervisor’s report Interim report
THE WEBSITE WILL BE UPDATED WITH THE NEW PROGRAM REQUIREMENTS OVER THE NEXT WEEK OR SO… Check each of the following sites:
Look for these to say:UPDATED
Look for these to say:UPDATED
Reflection
What did you plan to do? Why?Briefly summarize the activity. Who else was
involved in your project?Did the activity proceed as anticipated? If not,
what was different? Better? Worse?How do you feel about the project, activity or task?Do you agree with the supervisor's feedback? What did you learn? How did this project, activity
or task make you feel?If you could start over, what would you do
differently? How could you improve?Who benefited? In what way?
Reflection
Currently you type out your reflections, while still acceptable it is “old school”
You can: have someone interview you (recorded or type out the
interview) Electronic photo essay DVD montage w/voiceover Weblogs On-going journal
For the final overall reflection consider: Making your own documentary Writing your own eulogy Writing your autobiography
All in electronic format of course...
Final thoughts about your Final Reflection
Cumulative CAS Reflection must document and evidence successful adherence to the aims of the CAS component and captures the student as: A reflective thinker – who understands their own strengths
and limitations, identify goals, and devise strategies for personal growth & gain better awareness of self.
One who is willing to accept new challenges & take on new roles
One who is aware of themselves as members of communities with responsibilities towards each other and the environment
An active participants in sustained, collaborative projects; a greater sense of commitment and responsibility; develop stronger inter-personal skills.
One who gained time-management experience & better problem-solving skills
One who saw their TOK in action; gained meta-cognition One who established a habit of mind for life-long learning.
COMING TO CASSEPTEMBER 2009
ANGEL
Why ANGEL?
It is the Blended e-Learning vehicle for PeelIt can support the uploading of CAS folders to
on-line repositoriesIt will be the main point of communication for
both students & CAS supervisorsBUT
It is being upgraded this summer and as such we will not be going live on ANGEL until the fall
So yes...we will have a brief meeting to launch ANGEL in the fall
In the meantime...just keep your electronic CAS folder up to date – AND BACKED UP!
Until then, if you have any questions...