A friend of mine, Aundrea Croft, Coordinator of Community Service & CAS at Lake Wales High School, was asking me to help her brainstorm ideas on how her students could develop truly meaningful reflections for their CAS activities. After many email exchanges, we decided that I had no useful ideas and that I was utterly no help to her. Haha.
So this brilliant young lady developed her own sample reflection (with explanations) on how each Learning Outcome was met. It is a really, REALLY good example for students on how they can show that they met the Learning Outcomes that they said they were going to meet through an activity. Aundrea even shows how students can meet the hardest Learning Outcome of all time, Learning Outcome #7: “Consider the Ethical Implications of Their Actions.”
Check it out on the documents page on this blog. I don’t think I’m being hyperbolic when I say it’s amazingly awesome
The following documents were removed from the Documents page at the request of the IBO. These documents are available at the OCC (Online Curriculum Centre). To access the OCC you’ll need a username and password which you can obtain from your IB Coordinator.
Handbook of Procedures 2011
IB Learner Profile
8 Learning Outcomes
Model Form A: CAS Progress Form
Model Form B: CAS Individual Student Completion Form
The CAS curriculum states: 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.
A very helpful guideline can be downloaded here thanks to Molly Peterson, Fairhope, Alabama USA: CAS Learning Outcome #7: consider the ethical implications
The focus of IB students and their CAS activities is to meet the 8 Learning Outcomes at least once.
Learning Outcome #3 is stated as: Planned and initiated activities.
Clarifying explanation: 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.
I interpret Learning Outcome #3 as “students need to start a project, plan it, develop it, and problem solve when things go wrong, even if it’s with the help of other student-leaders on the same project.”
This Learning Outcome forces students who might otherwise stay in the shadows and follow to step-up and take a leadership role.