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CAS Activity - Visiting an Orphanage and Organizing a Fun Event for the Children

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Although DP students are given the freedom to choose a personal activity they want to do for their CAS, they are also given a chance to collaborate with their friends. One activity I personally observed was when my class visited an orphanage around Jakarta. Students were met by children around 3-6 years old. Full of energy and enthusiasm, these children played and engaged with our students as if they were long-lost friends. Prior to visiting the orphanage, students had investigated and planned for the course of actions. During the day itself, students proceeded with the plan. There were a number of games, personal interactions, and sharing of food. Even though some of the plans were not fully targeted, students were able to come up with solutions and reacted positively. It is good to note that in this experience, I was able to see how they have purposively used the English language in the planning process and evaluation part. They were also very active in teaching basic English skills to the children. Furthermore, from this experience, students were able to use the targeted language in managing class projects, and in dealing with conflicts at hand. Clearly, the course themes - Experiences and Sharing the planet were evident in this CAS activity.

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TOK moments in our Language class are usually a good time for the students to reflect on how language affect they we think or perceive knowledge.

In one of our writing sessions, we get to talk about how the concept of context affects they we address our audience, in this case - the readers. First, I showed various images, each depicting a context (from informal, formal, and casual). Students shared their thoughts on how the situation would affect the way we speak and even act. It is good to note that students were also able to identify the possible language register and tone, the topics that can be engaged in, and the politeness of the language.

Another TOK moment I had in my class was when we had a discussion about the role of language when it comes to gender specific terms. Although some of the students still found it a bit challenging to neutralize some conceptual roles, majority of them showed open mindedness in accepting that language indeed should be flexible.

Both of these activities were observed during our course them Identities. However, I believe that these encompasses all throughout the other course themes, as well.

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In some instances, students would come to meet me for some guidance or feedback about their Extended Essay. Some of them would have a face similar to the image above, while asking - "Mr. John, How do I write my EE? or How should I continue this part?"

Although the role of the supervisor is limited to giving feedback and guidance, this should not limit us from bringing out the potential of our students.

Whenever a student approaches me with the same questions, I ask them these two questions:

1. What are you interested about?
I let my students reflect and brainstorm about the feasible topics/issues that they can explore about. Sometimes they draw diagrams, make connections, and relate ideas to their personal experience.

2. Why do you want to write about this topic?
A personal connection to the topic they want to develop is always a must. In this case, I always tell my students that when they are composing their arguments and organizing their thoughts, they should always refer back to the initial purpose of their essay.

As what others would commonly say, choose something close to your heart.