What is CAS?

"Creativity, Action, Service (CAS) is a non-examined component of the Diploma Program which emphasizes experiential learning.  Over the two-year program students must engage in activities outside the classroom and develop a number of personal skills achieving the eight learning outcomes given by the IBO.  In order to have sufficient time to do this, students should aim to spend about 3 – 4 hours a week.  Therefore, CAS activities should continue on a regular basis for as long as possible throughout the program, and certainly for at least 18 months.

CAS is about taking risks, exploring, challenging oneself, and personal development

CAS is designed to encourage students to take up NEW ROLES and to learn NEW SKILLS.

Although there are three elements – Creativity, Action, Service, it is important not to consider them as mutually exclusive.

It is based on the philosophy of the International Baccalaureate program – learning beyond the classroom.

This document is to make the CAS program a reflective process, and not merely a record of hours clocked in.

Creativity is interpreted as imaginatively as possible to cover a wide range of arts and other activities outside the normal curriculum which include creative thinking in the design and carrying out of service projects.

Action can include participation in expeditions, individual and team sports, and physical activities outside the normal curriculum; it also includes physical activity involved in carrying out creative and service projects.  Action may involve participation in sport or other activities requiring physical exertion – such as expeditions and camping trips, or digging trenches to lay water pipes to bring fresh water to a village.  Students should be encouraged towards group and team activities, and undertaking new roles, but an individual commitment is acceptable where the general requirements of CAS are met, goals are set, and the student reflects on progress.

Service involves interaction, such as the building of links with individuals or groups in the community.  Service activities should not only involve doing things for others but also doing things with others and developing a real commitment with them.  The relationship should therefore show respect for the dignity and self-respect of others."

IB CAS Handbook

The links below are very creative ways IB students can use to keep record and reflect on their CAS activities.  I would like you to watch the video and read through Juan's Blog.  Your comment is highly appreciated. 

http://www.youtube.com/watch?feature=player_embedd ed&v=wYgtpHRJYfE

http://casjuanfelipediaz.blogspot.com/search/label /Service

Mrs. King 

CAS Coordinator

Sample CAS Reflections

As you practice and improve you will start to see your reflections demonstrating

a better understanding of you, your role and areas you should focus on in the future 

(Allan, 1999).

Level 1 Reflection: Reflection-on-Action (Needs Improvement)

This consists of recording feelings and thoughts about activities that were undertaken, in many cases after the activity has been completed.

Examples of Level 1 Reflection:

Student 1: “…we had to cook, serve and clean all! However this wasn’t a problem since you acquire a sense of responsibility for all the children you’re supervising and feel like a ‘complete’ adult. When people rely on you, you wouldn’t want to let them down.”

Student 2: “Feb. 27th 1999 – We are actually moving the heavy furniture! The house is actually nice! I feel that the house is, in a way, partially mine, due to all the energy I have put into it. From the removal of the wallpaper to moving the heavy furniture in, I have helped.”

Section C: CAS Activities Start to Finish

Level 2 Reflection: Reflection-in-Action (Showing Improvement)
This level begins to show identification of critical incidents, reflection on them and drawing of conclusions from the reflection.

Examples of Level 2 Reflection:

Student 1: “It was hard trying to understand the people and one had to take care not to personally take the comments an elderly (person) says. I felt really bad today since I tried to help an old lady eat but she couldn’t and I couldn’t do anything. It is nice being around old people once in awhile since you realize the importance of life and how good it feels to be young and able to eat your food.”

Student 2: “Day 5 Feb 27 – Came at about 3.00. Saw Jean outside.  Helped feed the animals and chatted to Jean. Really cool company. Get the feeling I’m really appreciated. Male goat tried to escape. Now allowed to do even more on my own e.g.  The rabbits, chickens, goats and the sheep. Going next week again. Enjoy the work: helping someone, improving my communicating skills, feeding animals, not very tiresome, but fun! Most importantly I learn how to get on with all sorts of people. I feel much more confident now, not shy to say what I think and feel.

Level 3 Reflections: Praxis – Reflection-in-action (Meeting Expectations)
Taken further, where conclusions from reflections had been tested by modifying action or initiating new action, and evidence of “intent” was present.

Example of Level 3 Reflection:

Student 1: “11 February 1999 – We had a rehearsal for tomorrow’s presentation. It was one of my objectives ‘to be able to talk in front of many people’. I hope I can manage to talk confidently tomorrow. After I got home I rewrote my speech. I heard other people’s speeches and I thought mine was too formal…or too boring. To impress people it will be nice to be a bit informal especially in our situation because listeners are all students who we always meet. Though my speech is still not very funny…”

Student 2: 17 April 1999 – I talked to my supervisor about the creations that I have been making. She gave me some very nice advice. She told me to look for more modern way s of making jewels. I thought I was doing some experimental work but I realized that all of the design was almost the same and have no significant changes. I read some books and saw some artists’ creation and they were so much different. They had full of imagination and it was very creative. So I decided to make something totally strange and new. I would like to use some weird materials such as Coke cans or some plastic pieces etc. even chopsticks can be useful.”

http://aisacas.edublogs.org/sample-cas-reflections/

Its so inspiring!!!

My dear students, I love to share this video with you, please make sure you take a min enjoy and reflect upon this.

hhttp://www.youtube.com/watch?v=Gc4HGQHgeFE&feature=player_embedded

Deveme "We Care!"

Together we will make a difference and support our students in their worthy cause! 

"Yes We Care!"

"The great use of life

 is to spend it for something that will outlast it" 

William James

Donations to Deveme Village -" Wings of Love Elementary School"

Categories of Donations:

Cash - Any amount.

Kind such as: Used cloths, shoes, bags, books, footballs, toys, furniture, text books, tooth past, etc.

Food Items:  Canned foods, drinks, rice, etc.

And we need love, time, care, commitment, responsible  people, carisma, hugs and kisses to take to Deveme.  If you need any other information call me  0244-615255 or send me a email cascoordinatortis@yahoo.com 

Here to help,

CAS coordinator

"It's not about CAS points... it's about SAVING A LIFE!" - Cecilia Odonkor IB2

 

"u see guys...its got to a point where we cannot just donate money...

its got to a point where WE need to ACT!

Where we need to work ourselves with our arms and feet if we want to help the underprivileged...

...its got to a point where volunteering to work at places like Osu Childrens Home is not about CAS points...

but is about SAVING A LIFE!      

         ...its a LIFE LONG ACTION PLAN.!." 

Writing by Cecilia Odonkor IB2 - TIS

My fellow students, 

This are the types of Man and Women we need to change the world, this are the types of reflection I want you to have.

"Everyone can be great because anyone can Serve.  Your don't have to have a college degree to serve.  You don't even have to make your subject and your verb agree to serve...  

YOU ONLY NEED A HEART FULL OF GRACE.  
A SOUL GENERATED BY LOVE..."

Dr. Martin Luther King, Jr.

Ib2 2009-2011  you are inspiring, I am proud of you!!!  

Here to help,

CAS coordinator

The 8 Learning Outcomes

                                                                               8 Learning outcomes

Learning outcomes are differentiated from assessment objectives because they are not rated on a scale.The completion decision for the school in relation to each student is, simply, “Have these outcomes been achieved?”

As a result of their CAS experience as a whole, including their reflections, there should be evidence that students have:

• 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 developedthan others, and understand that they can make choices about how they wish to move forward.

• undertaken new challenges

 -A new challenge may be an unfamiliar activity, or an extension to an existing one.

•Planning and initiated activities

- will often be in collaboration with others. It can be shown in activities that arepart of larger projects, for example, ongoing school activities in the local community, as well as in small student‑led activities.

• 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 atleast two of creativity, action and service, is required.

• shown perseverance and commitment in their activities

-At a minimum, this implies attending regularly and accepting a share of the responsibility for dealingwith problems that arise in the course of activities.

• engaged with issues of global importance

 -Students may be involved in international projects but there are many global issues that can be actedupon locally or nationally (for example, environmental concerns, caring for the elderly).

• considered the ethical implications of their actions

 -Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musicalcomposition, in relationships with others involved in service activities). Evidence of thinking aboutethical issues can be shown in various ways, including journal entries and conversations with CASadvisers.

• 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.

All eight outcomes must be present for a student to complete the CAS requirement. Some may bedemonstrated many times, in a variety of activities, but completion requires only that there is some evidencefor every outcome.

This focus on learning outcomes emphasizes that it is the quality of a CAS activity (its contribution tothe student’s development) that is of most importance. The guideline for the minimum amount of CASactivity is approximately the equivalent of half a day per school week (three to four hours per week), orapproximately 150 hours in total, with a reasonable balance between creativity, action and service. “Hourcounting”, however, is not encouraged.

CAS The heart of the IB program The nature of creativity, action, service

                  ...if you believe in something, you must not just think or talk or write, but must act.

                                                                                  Peterson (2003)

Creativity, action, service (CAS) is at the heart of the Diploma Programme. It is one of the three essential elements in every student’s Diploma Programme experience. It involves students in a range of activities alongside their academic studies throughout the Diploma Programme. The three strands of CAS, which are often interwoven with particular activities, are characterized as follows.

Creativity: arts, and other experiences that involve creative thinking.

Action: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere inthe Diploma Programme.

Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.

CAS enables students to enhance their personal and interpersonal development through experiential learning. At the same time, it provides an important counterbalance to the academic pressures of the rest of the Diploma Programme. A good CAS programme should be both challenging and enjoyable, a personal journey of self‑discovery. Each individual student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and life‑changing.

For student development to occur, CAS should involve:

• real, purposeful activities, with significant outcomes

• personal challenge—tasks must extend the student and be achievable in scope

• thoughtful consideration, such as planning, reviewing progress, reporting

• reflection on outcomes and personal learning.

All proposed CAS activities need to meet these four criteria. It is also essential that they do not replicate other parts of the student’s Diploma Programme work.

A blog in English? What a challenge!

Wow!!! Am I Starting a blog in English?  All I can say is: this is a huge challenge for me!  I love writing, but of course in my language (Portuguese) will be much easier to express my self.  Yes I  am a CAS coordinator and one of the aspects of CAS is "taking new challenges", thats what I am doing right now.  I am sure I will learn a lot from it, and also improve my English.
I want to be a role model to my IB students, and let them know we can do anything, all we need is to take the first step and do it and do it... day after day, without worrying about being perfect.
So thats good for my starting... see you soon, so much to tell you about the blessed opportunity to be a CAS coordinator in TIS, the best IB school in Ghana!