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Facts
1 - Needs to be recorded.
2 - Needs to be made by the student during and/or after the experience.
3 - Can be recorded by writing, audio, video, as long as it is sharable.

Questions
1 - To which extent do we need to evaluate/assess/observe the reflections of each student to determine if they "pass or fail" CAS?
2 - When uploading DP 2nd Year work on IBIS, what are they looking for in terms of CAS? Is the IB actually reading the reflections of the students or they leave it to the schools?

Opinion
1 - The CAS Coordinator should model (e.g. by showing questions they can answer to when making reflections).

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FACTS
1. it has to explain the context of CAS action (Creativity, activity or service action)
2. it has to link to learer profile av learning outcomes
3. realntionship between student and a teacher is important when discusing CAS isuues

QUESTIONS
1. is it possible with a teacher joining 18 month CAS period with his own CAS actions, reflections?
2. What do we do with students which are short on CAS actions and reflections and we are worried they will not finish CAS on time?

OPINION
I like the idea that we should not be to dogmatic in expectation on the student

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3 facts about reflection:   reflection is the honest feedbacks about feelings; reflection is the quick assessment for program, reflection is student's self-reflection to check whether their learning matches with LOs

2 questions about reflection: How to make students open-up to share? How to design the reflection questions to make sure the student can reflection on all aspects?

1 opinion about reflection: If there is a guideline about aspects need to be covered and methods of motivate students to open-up and share, it would be better.

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3 Facts
- There are 4 elements of reflection
- There are multiple methods of recording reflections
- Students need to be taught/guided on how to reflect effectively
2 (Rhetorical) Questions
- How will I carry out my audit of reflections?
- Does our CAS handbook include enough guidance on reflection?
1 Opinion
- Reflection is when the growth/learning actually takes place

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-helps future work
-enhance learning
-good way to share what we have done

Opinion: it is an essential part of learning process

Question: For Cas, what is the best way to write a reflection for projects taking a long time?

Ayse Nur

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It is difficult to get some students to write a good reflection and I am finding I have to get a lot of them to rewrite their reflections

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Ongoing/continual

A good reflection includes some of the following aspects: describes what has happens, how the student feels, expresses the LO and learner profile attributes that have been developed and how this happened, what the student has learned from the experience, what they would do differently if given the opportunity again.

The reflection method is personal to the student.

Level of reflection dependent on the CAS experience.

Opinion: Interviews are an excellent opportunity for students to reflect and for supervisors/advisors to support students in the reflection process.

Modeling reflection to students may help them to develop their own reflection processes.

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FACTS
The reflection should be longtaly

OPINION
We need to work in this element with the students a lot. They need to understand the real important of this

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3 facts:
- personal or done with others
- can have many forms
- LO-driven
2 questions
- how to help students write good reflection?
- how to respond to student reflections
1 opinion:
I think we should prepare a tutorial/handbook on how to write reflections

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Facts:
1. An ongoing and evolving process of internal review that the students undertake in order to explore the learnings and impacts that their activities have had on their lives and others.
2. Reflections should show which of the learning objectives each of their activities has allowed them to achieve.
3. Reflections must be self-directed and initiated. Teacher input should be minimal.

Questions:
1. How can we keep students motivated in the generation of meaningful and thoughtful reflections.
2. What are some of the ways that a teacher can assess the quality and veracity of reflections.

Opinion:
This is a big task and it may be difficult to keep students focused as their workload increases.

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1. Reflection can change experiences into learning opportunities
2. The ability to reflect needs to be taught
3. Reflections should address your original intent

1. None
2. None

1. Self reflection is vital for personal growth

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FACTS
Should be done continuously
Should help us improve
Should be quiet thinking/writing time

Questions
How to make sure it is consistent?
How often should it be done?

Opinion
I think it should be documented for future use.

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reflection - regular, quality not quantity, not superficial.

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reflection - regular, quality not quantity, not superficial.

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how do I help scaffold a timeline so that my  students get into the habit of good reflection?  how do i ensure that i give mysefl enough time to provide valuable and timely feedback? the answer to both I think is careful and intentional planning.

I feel that reflection done well is the most signifcant part of the CAS project and activities. this is where we can see what students are feeling and more importnaly what they are learning.
Mary

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1. You have to be able to recognize the individual LO. (This is a very good way to see how involved they are with the project).

2. Quality instead of quantity

3.In the beginning, students need precise instructions on how to write a reflection.

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3 facts - Reflection skill needs to be nurtured and developed. It is easier to teach it with a reflection framework. Students need feedback on their reflections in order to improve.
2 questions - Is one CAS reflection a month too little? Should we aim for one every 2 weeks?
1 opinion - As reflection is a skill it should be developed long before students get to DP. This would depend on the school culture, but we can all try to develop reflection as a skill in all of our students.

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Reflection should be completed incrementally, continuously over a long period of time.

Everyone has a different method of prompting high quality reflection. i.e. some people only have an in-depth reflection a long time after an event has occurred whilst others can reflect in detail immediately after a significant event has occurred.

Students will often need prompts for high quality reflection.

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3 facts about reflection:
Students to link them to LOs, express their feelings and to use some sort of timeline of how their activity is going.

2 questions:
No questions

One opinion:
I believe they are vital for students' growth

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1. A reflection is an opportunity for you to analyse the exerpience
2. A reflection should help you see have you have achieve some of the LO set out
3. A reflection xcan help guide future goals