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 learning PLAN Identify Goals Decide how (using previous experience & knowledge) ACT Real Tasks Concrete experience OBSERVE Think about feelings & interactions Analyse perceptions Reflect Identify 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 3s
But I dont 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 dont count!
But I dont 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 dont 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 project It 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 Project #1Project #2 Project #3 Activity 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) Dont worry, Ive created a really cool excel spreadsheet to help you track the balance between:cool excel spreadsheet C, A, S Durations 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 league EVIDENCE – coaching little league EVIDENCE 2 – coaching little league EVIDENCE Supervisors report – coaching little league REFLECTION – 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 idea MUST 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 Supervisors 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:
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.
Why ANGEL? It is the Blended e-Learning vehicle for Peel It can support the uploading of CAS folders to on- line repositories It will be the main point of communication for both students & CAS supervisors BUT 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!
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