Reflection
Put simply, ‘We do not learn from our experience, we learn from processing our experience’ (John Dewey) .
Being reflective is one attribute of the IB learner profile: “We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.”
Reflection is central to building a deep and rich experience in CAS. Developing a culture of reflection helps students recognize and understand how to be reflective as well as deciding the best methods and appropriate timing. Student learning is enhanced by reflection on choices and actions. This enables students to grow in their ability to explore skills, strengths, limitations and areas for further development. Through reflection students examine ideas and consider how they might use prior learning in new contexts. Reflection leads to improved problem-solving, higher cognitive processes and greater depth of understanding in addition to exploring how CAS experiences may influence future possibilities.
Reflection and the CAS learning outcomes
Reflection is the primary evidence used by CAS coordinators to determine whether students have successfully attained the seven CAS learning outcomes. CAS reflections must demonstrate:
1. your growth
2. how you have met the learning outcome you have designated to the experience
During CAS, students benefit from both structured and informal reflection when gathering evidence of the learning outcomes. For personal knowledge and growth as IB lifelong learners, best practice balances:
• structured and guided opportunities for students to reflect on their CAS experiences
• diverse informal ways for students to reflect on their CAS experiences. The Creativity, activity, service teacher support material offers an assortment of resources and strategies to assist with student understanding of the reflection process.
You can find examples here and on the CAS Google Classroom
Put simply, ‘We do not learn from our experience, we learn from processing our experience’ (John Dewey) .
Being reflective is one attribute of the IB learner profile: “We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.”
Reflection is central to building a deep and rich experience in CAS. Developing a culture of reflection helps students recognize and understand how to be reflective as well as deciding the best methods and appropriate timing. Student learning is enhanced by reflection on choices and actions. This enables students to grow in their ability to explore skills, strengths, limitations and areas for further development. Through reflection students examine ideas and consider how they might use prior learning in new contexts. Reflection leads to improved problem-solving, higher cognitive processes and greater depth of understanding in addition to exploring how CAS experiences may influence future possibilities.
Reflection and the CAS learning outcomes
Reflection is the primary evidence used by CAS coordinators to determine whether students have successfully attained the seven CAS learning outcomes. CAS reflections must demonstrate:
1. your growth
2. how you have met the learning outcome you have designated to the experience
During CAS, students benefit from both structured and informal reflection when gathering evidence of the learning outcomes. For personal knowledge and growth as IB lifelong learners, best practice balances:
• structured and guided opportunities for students to reflect on their CAS experiences
• diverse informal ways for students to reflect on their CAS experiences. The Creativity, activity, service teacher support material offers an assortment of resources and strategies to assist with student understanding of the reflection process.
You can find examples here and on the CAS Google Classroom