Creativity Action Service The Heart of the IB Programme e e Scott Schoneberg DMPS IB CAS COORDINATOR Scott Schoneberg DMPS IB CAS COORDINATOR

DP Curriculum Framework

Center of the Hexagon Extended Essay (EE) 4000 word essay, on a topic of student interest Provides excellent preparation for independent study at university level Creativity, Action, Service (CAS) A framework for experiential learning, involving students in new and active roles Develops awareness and a sense of responsibility towards the community Theory of Knowledge (TOK) Critical reflection on how we know and what we know Develops awareness of cultural perspectives and biases Allows for connections to be established between disciplines

What is the purpose of CAS? Involve students in new roles Involve students in new roles Develop a spirit of open-mindedness and an appreciation for lifelong learning Develop a spirit of open-mindedness and an appreciation for lifelong learning Challenge students to enhance their personal growth Challenge students to enhance their personal growth Educate the whole person, not just the mind Educate the whole person, not just the mind

CAS Aims Create students who are… Reflective thinkers who understand their own strengths, limitations, goals and strategies for personal growth Willing to accept new challenges and new roles Aware of social responsibilities Active participants in sustained, collaborative projects Balanced, involved in activities that are intellectual, physical, creative and emotional learning Averaging about 3 hrs/wk over 18 months (150 hrs)

New CAS New guide for candidates who will complete the Diploma from Aims have been re-written to highlight connections with the learner profile Emphasis on CAS as experiential learning New learning outcomes – shifting the focus from “hour counting” to the purpose and quality of activities Reflection but less form filling Need for a team approach

New CAS Requirements First Exams May 2010 Several key differences from “old” rules CAS Team Monitoring Acceptable Reflection Not counting hours, so how do we know if a student is doing enough? Learning outcomes are key Reinforces existing best practice

Cont. Connects to Learner Profile & CAS aims Shorter than current guide tighter focus, less repetition Aims to reduce form-filling and mechanical administration Emphasis on experiential learning Importance of reflection as part of process Need for team approach Focus on

Creativity Artistic activities including music, dance, theatre, visual arts Artistic activities including music, dance, theatre, visual arts Designing and implementing service projects Designing and implementing service projects Examples: Examples: –Addressing world hunger or global health issues –Organizing a peer tutoring group in a neighborhood –Planning and implementing an activity to help middle schoolers prepare for high school

Action Participation in expeditions Participation in expeditions Individual sports Individual sports Team sports Team sports Physical activity involved in carrying out service projects Physical activity involved in carrying out service projects

Service Building links with individuals or groups in the school, community, national, and international level Building links with individuals or groups in the school, community, national, and international level Doing things for others with others Doing things for others with others Examples: Examples: –Tutoring or mentoring –Volunteering with community organizations to help people in need –Working on a conservation project

CAS should involve…….. Real, purposeful activities that student initiates, with significant outcomes Personal challenge: tasks must extend the student and be achievable in scope Repeated reference/connection to the Learner Profile A clear mindset that CAS is education of the whole person, framework for experiential learning, way for student to make a difference

What Makes an Activity a CAS Activity? You plan it in advance and set a goal. You plan it in advance and set a goal. You interact with others to work toward the goal. You interact with others to work toward the goal. You can reflect on your progress during and after the activity. You can reflect on your progress during and after the activity. You meet at least one of the 8 learning outcomes. You meet at least one of the 8 learning outcomes.

Learning Outcomes Increase awareness of strengths and areas for growth Increase awareness of strengths and areas for growth Undertake new challenges Undertake new challenges Plan and initiate activities Plan and initiate activities Work collaboratively with others Work collaboratively with others Show perseverance and commitment in activities Show perseverance and commitment in activities Engage with issues of global importance Engage with issues of global importance Consider ethical implications of your actions Consider ethical implications of your actions Develop new skills Develop new skills

CAS is NOT: IBDP coursework IBDP coursework Any activity for which the student receives payment or similar benefit Any activity for which the student receives payment or similar benefit Tedious, repetitive work Tedious, repetitive work Family duties Family duties Religious devotion Religious devotion Unsupervised by an adult Unsupervised by an adult An activity that could cause division among groups in the community An activity that could cause division among groups in the community A passive pursuit A passive pursuit

CAS Guiding Questions Is the activity a new role for me? Is the activity a new role for me? Does it have real consequences for other people and myself? Does it have real consequences for other people and myself? What do I hope to learn from getting involved? What do I hope to learn from getting involved? How can this activity benefit other people? How can this activity benefit other people? On what can I reflect during this activity? On what can I reflect during this activity? What learning outcome will I achieve? What learning outcome will I achieve?

CAS Tips Enhance your Action and Creativity by performing a related Service, such as coaching younger students or volunteering to do an art project at a senior center. Enhance your Action and Creativity by performing a related Service, such as coaching younger students or volunteering to do an art project at a senior center. Enhance your Service by adding Creativity when you take on a role organizing a new dimension of the service or creating a useful tool for the service experience. Enhance your Service by adding Creativity when you take on a role organizing a new dimension of the service or creating a useful tool for the service experience. Enhance your Service by adding Action, such as clearing brush for hiking trails or picking up trash from the shoreline. Enhance your Service by adding Action, such as clearing brush for hiking trails or picking up trash from the shoreline.

CAS Expectations Approximately 150 hours over junior and senior years Approximately 150 hours over junior and senior years Concurrency of learning – sustained over 18 months; beginning 1 st day junior year Concurrency of learning – sustained over 18 months; beginning 1 st day junior year 8 learning outcomes 8 learning outcomes Collaborative project Collaborative project Portfolio w/ minimum 10 pieces of documentation (reflection & evidence) Portfolio w/ minimum 10 pieces of documentation (reflection & evidence)

CAS Portfolio Professional look Professional look Needs to include: Needs to include: –Summary of activities –Approximate hours –Reflections –Evidence of activities Formal “presentation” in winter/spring senior year Formal “presentation” in winter/spring senior year

Build a CAS Portfolio Possible formats: Possible formats: Scrap bookPowerPoint PhotoStoryDisplay board VideoOther Arrange by: Arrange by: ActivityLearning Outcome Creativity/Action/Service ChronologicalOther

Reflection Examples A paragraph about one of the learning outcomes A paragraph about one of the learning outcomes What you hope to accomplish What you hope to accomplish Difficulties you encountered and overcame Difficulties you encountered and overcame (or why you did not overcome the difficulty yet) What you learned about yourself and/or others What you learned about yourself and/or others Abilities, attitudes, or values you developed Abilities, attitudes, or values you developed How someone helped you think about your learning How someone helped you think about your learning How the activity benefited others How the activity benefited others How you would improve next time How you would improve next time How you can apply what you learned to other situations How you can apply what you learned to other situations

Evidence Examples Pictures Program with your name Registration or jersey from a race Postage receipt from donations sent oversees s sent to organization or supervisor Flier you developed or used Sport schedule Audio of music you played or directed Copy of slides from PowerPoint

CAS MANAGER Possible future use May test drive in spring Details later

What needs to be done? Before Activity begins: Submit CAS Pre-Approval Form (pink) Submit CAS Pre-Approval Form (pink) During Activity: Write reflections. Write reflections. Gather evidence. Gather evidence. Submit copies of reflections and evidence: Submit copies of reflections and evidence: –Attach CAS coversheet indicating learning outcome –Junior year: November, February, May –Senior year: August, December, March Constantly update CAS Portfolio. Constantly update CAS Portfolio.

Due Dates for Next Year Reflection and Evidence Reflection and Evidence –November junior year –February junior year –May junior year Portfolio Meeting Portfolio Meeting –Spring –Portfolio complete with junior year activities –Individual student meeting with CAS coordinator

CAS Coordinator Mr Schoneberg is usually in room 2023 or copyroom. Mr Schoneberg is usually in room 2023 or copyroom. Forms are available online at Forms are available online at You are invited to visit CAS Coordinator You are invited to visit CAS Coordinator –Before or after school and by appointment –For a quick chat between classes