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!