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1.  Creativity 창의
2. Activity 활동
3. Service 봉사

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Creativity, activity, service (CAS) is one of the three essential elements that every student must complete as part of the Diploma Programme (DP).

Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies.

It is not formally assessed. However, students reflect on their CAS experiences as part of the DP, and provide evidence of achieving the seven learning outcomes for CAS.

Educators at IB World Schools can read about the seven learning outcomes in the CAS guide, which is available in the IB store and the Programme Resource Centre (PRC).

How is CAS structured?

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.

Activity - physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.

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.

In order to demonstrate these concepts, students are required to undertake a CAS Project. The project challenges students to:

show initiative

demonstrate perseverance

develop skills such as collaboration, problem solving and decision making.

What is the significance of CAS?

CAS enables students to enhance their personal and interpersonal development by learning through experience.

It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work.

At the same time, CAS is an important counterbalance to the academic pressures of the DP.

IB guidance on CAS

A good CAS programme should be both challenging and enjoyable - a personal journey of self‑discovery.

Each 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.

CAS is a component of the DP core.

Learn more about CAS in a DP workshop for teachers.

Hear from our DP community

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Creativity, activity, service | International Baccalaureate®

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Creativity, activity, service (CAS) is one of the three essential elements that every student must complete as part of the Diploma Programme (DP). Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies. It is not formally assessed.

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IB teachers and students are thinking outside the box to raise awareness of real-world issues, as IB World investigates
IB students around the world are using the power of storytelling to start meaningful conversations about two real-world issues...

Mass incarceration in the US

More than 2 million people are in US prisons and jails. The number of incarcerated non-white people is disproportionately high - Amnesty International predicts that one in three black men will go to prison or jail if current trends continue.

Mass incarceration is a human rights issue that has been widely discussed in the US. Many laws have been overturned and practices have been changed as a result of people speaking out.

To make a stand, last year, IB Diploma Programme (DP) theatre students, at United Nations International School (UNIS) in New York, US, created a play as part of the school's Picture Justice project. Through dance, song and movement, students told the different stories of people formerly in prison and highlighted the inequalities in the US criminal system.

For example, one scene focuses on the true story of Kalief Browder. The seven-minute piece is scripted from a New Yorker article that highlighted the horrors of solitary confinement, and exposed problematic youth incarceration laws and the needless loss of a life. Some of the scene is presented as a live reading of the article while other moments are portrayed through movement.

"Creating this production gave our ensemble members a much clearer understanding of the human impact of mass incarceration and it gave them the confidence to speak about it with their peers and in front of large assemblies of adults who have varying opinions on the topic," says Head of Theatre and Performing Arts Kiara Downey.

The Picture Justice project was originally initiated by the DP Global Politics Teacher Abby MacPhail as a way for high school students to study social justice issues through first-person interviews and portrait photography. MacPhail partnered with Downey who took the lead on the performing arts element of the programme in 2014.

Students only had eight weeks to complete the play. They adapted transcribed interviews and created the play using verbatim stories, video recordings, and a selection of newspaper and magazine articles. Some members of the ensemble met with people who had been previously imprisoned and activists involved in the effort to stem the issue.

"These students quickly became a tight-knit ensemble that represented all four grades in our high school and they hailed from 11 different countries," says Downey. "Many of them were not American citizens and though they lived in New York City, they approached the issue from an outside perspective."

The play was also performed for artists and educators at the 2016 New York University Forum for Arts in Education (NYU), and it was a huge success.

Higher Level IB Theatre student Eva Kashuk worked with Downey as the student director, and has since gone off to college with the intent to major in a social justice programme. She also hopes to continue her work in an outreach theatre. Other Picture Justice students have since spoken at local meetings and joined community activists to instigate change.

Three new IB theatre students joined the class so they can be a part of next year's project, and others have enrolled in the DP global politics class to study social justice issues.

This year, the Picture Justice project is focusing on immigration in the US.

The global refugee crisis

The Moraitis School in Athens, Greece, also used theatre to highlight a topical issue - the refugee crisis. So far, the school has risen approximately €1,000 in proceeds for Solidarity Now, an organization that provides legal and psychosocial support to refugees in Thessaloniki and north Greece.

The Sea - or Syria play, which was first performed at an Athens arts centre, highlights the moment when Europe 'closed its doors', leaving 58,000 refugees trapped in Greece. The play tells the story of a Syrian family who make some very serious compromises to get across the border into Turkey. They pay smugglers to take them by boat to one of the Greek islands, only to become stuck in the squalid conditions in the Idomeni camp.

"The refugee crisis was so big and important, and very much in the news in Greece. It seemed an obvious thing to do but at the same time when I started it, I didn't realize it was going to become such a big topic," says former DP Theatre Teacher Anthony Stevens.

The play wasn't sensationalized with a happy ending, as it dealt with the real-life plight of refugees, also highlighting the many who have drowned. There are many characters in the play, and students played refugees from Iraq, Afghanistan, and Bangladesh. They also looked at the difference between refugees and economic migrants.

The Sea - or Syria took approximately five months to plan and required students to research the crisis in great, and often painful, detail. Students visited the government-run Elaionas refugee camp in Athens, and the unofficial refugee camp in Piraeus port, and would take food and toys.

We learned a lot from the conversations we had and this really helped inform the play. Students also studied the news. They found as many stories as they could and tried turning them into scenes," says Stevens.

"The research period for a devised play normally lasts about three months but we felt a much greater responsibility to the subject matter," he adds. "The students and I felt we had to get this right and we ended up with a bigger play. The goal of this performance was to raise as much awareness as possible in the audience and not just among the students participating."

Performing something with real-world relevance helped students to think about how theatre connects to wider issues. "The idea was to create a play where they could explore what theatre was all about and what effects are possible through a play. We looked at questions such as, is theatre just for entertainment, or can it be used as a tool that can give us a perspective on the world?

"At the same time, students could comment on the real world and make a difference by raising money and awareness," says Stevens.

The students report being transformed by this process, not only in their knowledge and understanding of the situation but in deeper, very personal ways.

"It has made them aware of the fragility of their own situations," says Stevens. "If it can happen in Syria, it can happen here. They're aware of their privileges and they also understood something fundamental - that you cannot fully understand the situation by just watching the news. Until you start really trying to empathize, you don't really understand it. They've gone beyond seeing refugees as 'someone else' to discovering on a deeper level that they are people just like them."

The response was so positive that the play was performed again in an open-air municipal theatre and in the Benaki Museum.

On the other side of the world, in China, Beijing National Day School's DP English students made a public service announcement (PSA) campaign to increase awareness of the plight of Syrian refugees as part of their study of mass media. They partnered with the United States Committee for Refugees and Immigrants (USCRI), a resettlement organization.

To prepare, the class spent three days studying articles, listening to interviews and reading blogs about the Syrian refugee crisis. They also shared reflections, explaining what it might be like to be forced to leave their homes. Students watched PSAs and used visual text interpretation and analysis to inquire about what made them particularly effective. With this information, they worked in small groups to design their media campaigns.

Various print and video PSAs were created - students shot, compiled and edited all of the footage, and composed original music. USCRI selected one PSA to feature on its Facebook page.

IB English Language and Literature Teacher Matthew Goetz says: "All of the work done by my students addresses real-world issues in local, regional, and global spheres; this is authentic education: education that rejects a separation between life inside the classroom and life outside of it. This is how students live into the IB Learner Profile and how they learn to become global change-makers well before graduation."

Students are continuing their efforts to raise awareness by selling a poetry anthology, which includes several compositions about Syrian refugees that they created. "Besides serving as an exceptional CAS project, the final 120-page volume continues to give voice to the global challenges faced by Syrian refugees while simultaneously raising funds for local challenges here in Beijing. In their business plan, the students outline how all funds will be directed toward an organization that provides education for children with incarcerated parents," says Goetz.

I continue to be impressed by my students' devotion to authentic work. They motivate me to be a better teacher and remind me why teaching is the best job in the world.

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IB teachers and students are thinking outside the box to raise awareness of real-world issues, as IB World investigates IB students around the world are using the power of storytelling to start meaningful conversations about two real-world issues... Mass incarceration in the US More than 2 million people are in US prisons and jails.

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Alumnus Bao "Terry" Cao writes in from the University of Massachusetts, Amherst to share how his Creativity, Activity, Service (CAS) project at the Australian International School opened the door to a lifelong pursuit. By Bao "Terry" Cao
As an IB candidate I was always very active when it comes to CAS. I participated in a variety of activities such as playing in sports teams, performing live music during school events and working in non-profit organizations. They were great experience for me to develop as a human being, but none of them were really something that I felt "at home" doing. It was during the beginning of my second IB year that I found my true passion: being a youth soccer coach.

Our school was the prestigious host of an international sports tournament between Australian schools in Asia. As sports and particularly soccer was my favourite hobby I volunteered to help organize the soccer tournament and coach the U16 Boys' team. Initially I considered participating to get my CAS progress off to a good start to the year as well as to do something that I felt passionate about.

After the tournament finished, my work with the team and organizing the tournament did not go unnoticed. I was approached by a youth soccer academy in my area, who was impressed by the work and effort I put into organizing the competition. I was offered to become a coaching intern at the academy, working with children and youths aged 7-14. I accepted the offer almost immediately, and it was a decision that I consider to be one of the best I have made in my life.

As soon as I arrived at my first coaching session I already felt "at home", something that has never happened before. I adapted to the new role almost effortlessly as I was so passionate about working and coaching children and youths. To have been able to see the progress they made with me as coach was such a rewarding experience. Not only did I gain invaluable experience during my spell of internship, I also landed an official coaching role at a highly reputable sports academy in Vietnam, in which I have worked with for the past six months.

I am now a qualified youth soccer coach and as I prepare to become the head soccer coach of two and potentially three recreational youth soccer teams in Massachusetts, I am grateful for the CAS program which really encourages you to put yourself out there and contribute to the communities around you, whether at school or outside.

The IB isn't just about studying. It's about discovering who you are and what you are passionate about and believe in.
Tell us about your experience as an IB alumnus. Send your letters to alumni.relations@ibo.org

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CAS project in Vietnam continues to reward and inspire alumnus at University of Massachusetts

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Alumnus Bao "Terry" Cao writes in from the University of Massachusetts, Amherst to share how his Creativity, Activity, Service (CAS) project at the Australian International School opened the door to a lifelong pursuit. By Bao "Terry" Cao As an IB candidate I was always very active when it comes to CAS.

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DP students in Indiana organized a huge recycling drive to help an IB World School in Flint during the water crisis
Since April 2014, the drinking water in Flint, Michigan, has been contaminated by lead. It's created a serious public health danger, and is the suspected cause of a Legionnaires' disease outbreak, which has killed 12 people.

IB Diploma Programme (DP) students at Goshen High School, in Indiana, were keen to help out, so they contacted IB World School Flint Southwestern Classical Academy, in Michigan. The school was receiving plenty of water donations, but was growing increasingly concerned about what to do with all of the empty water bottles.

As part of their Creativity Activity Service (CAS) project, the students in Indiana organized 50 recycling bin barrels to be delivered to Flint to help the school collect the bottles. Almost everyone at Goshen High School, and within the community, got involved.

Students from across all grades decorated the barrels to add a personal, creative touch to the project. The barrels, paint, supplies and transport were donated from the city of Goshen, local businesses and parents.

The students personally delivered the barrels, and it was an exciting day for everyone, says Theresa Collins, DP Coordinator. "The day we went to Flint was pretty amazing - one of our students did a live interview with a local television reporter in the morning before we left. When we arrived at Southwestern, their IB students were at the door, personally cheering and welcoming us with signs. They planned icebreaker activities and games, and they hosted lunch for us, too."

Ben Hathaway, Goshen High School DP student says one of the main things he took away from the experience was being able to put names and faces to an issue that he had only ever read about before. "Interacting with and building personal relationships with the students helped to humanize what had previously existed to me as a seemingly far-removed news headline," he adds. This realization shifted my outlook from 'How can I help?' to 'How could I possibly not help?"
This article is part of a series of stories from IB World magazine that bring to life the wonderful initiatives undertaken by IB students and educators from around the globe. Follow these stories on Twitter @IBorganization #IBcommunitystories. Share your great stories and experiences: email editor@ibo.org.

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IB students collaborate to help a community in need

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DP students in Indiana organized a huge recycling drive to help an IB World School in Flint during the water crisis Since April 2014, the drinking water in Flint, Michigan, has been contaminated by lead. It's created a serious public health danger, and is the suspected cause of a Legionnaires' disease outbreak, which has killed 12 people.

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Sir Ken Robinson: Collaboration in the 21st Century

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IB teachers and students are thinking outside the box to raise awareness of real-world issues, as IB World investigates
IB students around the world are using the power of storytelling to start meaningful conversations about two real-world issues...

Mass incarceration in the US

More than 2 million people are in US prisons and jails. The number of incarcerated non-white people is disproportionately high - Amnesty International predicts that one in three black men will go to prison or jail if current trends continue.

Mass incarceration is a human rights issue that has been widely discussed in the US. Many laws have been overturned and practices have been changed as a result of people speaking out.

To make a stand, last year, IB Diploma Programme (DP) theatre students, at United Nations International School (UNIS) in New York, US, created a play as part of the school's Picture Justice project. Through dance, song and movement, students told the different stories of people formerly in prison and highlighted the inequalities in the US criminal system.

For example, one scene focuses on the true story of Kalief Browder. The seven-minute piece is scripted from a New Yorker article that highlighted the horrors of solitary confinement, and exposed problematic youth incarceration laws and the needless loss of a life. Some of the scene is presented as a live reading of the article while other moments are portrayed through movement.

"Creating this production gave our ensemble members a much clearer understanding of the human impact of mass incarceration and it gave them the confidence to speak about it with their peers and in front of large assemblies of adults who have varying opinions on the topic," says Head of Theatre and Performing Arts Kiara Downey.

The Picture Justice project was originally initiated by the DP Global Politics Teacher Abby MacPhail as a way for high school students to study social justice issues through first-person interviews and portrait photography. MacPhail partnered with Downey who took the lead on the performing arts element of the programme in 2014.

Students only had eight weeks to complete the play. They adapted transcribed interviews and created the play using verbatim stories, video recordings, and a selection of newspaper and magazine articles. Some members of the ensemble met with people who had been previously imprisoned and activists involved in the effort to stem the issue.

"These students quickly became a tight-knit ensemble that represented all four grades in our high school and they hailed from 11 different countries," says Downey. "Many of them were not American citizens and though they lived in New York City, they approached the issue from an outside perspective."

The play was also performed for artists and educators at the 2016 New York University Forum for Arts in Education (NYU), and it was a huge success.

Higher Level IB Theatre student Eva Kashuk worked with Downey as the student director, and has since gone off to college with the intent to major in a social justice programme. She also hopes to continue her work in an outreach theatre. Other Picture Justice students have since spoken at local meetings and joined community activists to instigate change.

Three new IB theatre students joined the class so they can be a part of next year's project, and others have enrolled in the DP global politics class to study social justice issues.

This year, the Picture Justice project is focusing on immigration in the US.

The global refugee crisis

The Moraitis School in Athens, Greece, also used theatre to highlight a topical issue - the refugee crisis. So far, the school has risen approximately €1,000 in proceeds for Solidarity Now, an organization that provides legal and psychosocial support to refugees in Thessaloniki and north Greece.

The Sea - or Syria play, which was first performed at an Athens arts centre, highlights the moment when Europe 'closed its doors', leaving 58,000 refugees trapped in Greece. The play tells the story of a Syrian family who make some very serious compromises to get across the border into Turkey. They pay smugglers to take them by boat to one of the Greek islands, only to become stuck in the squalid conditions in the Idomeni camp.

"The refugee crisis was so big and important, and very much in the news in Greece. It seemed an obvious thing to do but at the same time when I started it, I didn't realize it was going to become such a big topic," says former DP Theatre Teacher Anthony Stevens.

The play wasn't sensationalized with a happy ending, as it dealt with the real-life plight of refugees, also highlighting the many who have drowned. There are many characters in the play, and students played refugees from Iraq, Afghanistan, and Bangladesh. They also looked at the difference between refugees and economic migrants.

The Sea - or Syria took approximately five months to plan and required students to research the crisis in great, and often painful, detail. Students visited the government-run Elaionas refugee camp in Athens, and the unofficial refugee camp in Piraeus port, and would take food and toys.

We learned a lot from the conversations we had and this really helped inform the play. Students also studied the news. They found as many stories as they could and tried turning them into scenes," says Stevens.

"The research period for a devised play normally lasts about three months but we felt a much greater responsibility to the subject matter," he adds. "The students and I felt we had to get this right and we ended up with a bigger play. The goal of this performance was to raise as much awareness as possible in the audience and not just among the students participating."

Performing something with real-world relevance helped students to think about how theatre connects to wider issues. "The idea was to create a play where they could explore what theatre was all about and what effects are possible through a play. We looked at questions such as, is theatre just for entertainment, or can it be used as a tool that can give us a perspective on the world?

"At the same time, students could comment on the real world and make a difference by raising money and awareness," says Stevens.

The students report being transformed by this process, not only in their knowledge and understanding of the situation but in deeper, very personal ways.

"It has made them aware of the fragility of their own situations," says Stevens. "If it can happen in Syria, it can happen here. They're aware of their privileges and they also understood something fundamental - that you cannot fully understand the situation by just watching the news. Until you start really trying to empathize, you don't really understand it. They've gone beyond seeing refugees as 'someone else' to discovering on a deeper level that they are people just like them."

The response was so positive that the play was performed again in an open-air municipal theatre and in the Benaki Museum.

On the other side of the world, in China, Beijing National Day School's DP English students made a public service announcement (PSA) campaign to increase awareness of the plight of Syrian refugees as part of their study of mass media. They partnered with the United States Committee for Refugees and Immigrants (USCRI), a resettlement organization.

To prepare, the class spent three days studying articles, listening to interviews and reading blogs about the Syrian refugee crisis. They also shared reflections, explaining what it might be like to be forced to leave their homes. Students watched PSAs and used visual text interpretation and analysis to inquire about what made them particularly effective. With this information, they worked in small groups to design their media campaigns.

Various print and video PSAs were created - students shot, compiled and edited all of the footage, and composed original music. USCRI selected one PSA to feature on its Facebook page.

IB English Language and Literature Teacher Matthew Goetz says: "All of the work done by my students addresses real-world issues in local, regional, and global spheres; this is authentic education: education that rejects a separation between life inside the classroom and life outside of it. This is how students live into the IB Learner Profile and how they learn to become global change-makers well before graduation."

Students are continuing their efforts to raise awareness by selling a poetry anthology, which includes several compositions about Syrian refugees that they created. "Besides serving as an exceptional CAS project, the final 120-page volume continues to give voice to the global challenges faced by Syrian refugees while simultaneously raising funds for local challenges here in Beijing. In their business plan, the students outline how all funds will be directed toward an organization that provides education for children with incarcerated parents," says Goetz.

I continue to be impressed by my students' devotion to authentic work. They motivate me to be a better teacher and remind me why teaching is the best job in the world.

# data[].attributes.attachment_link.description
IB teachers and students are thinking outside the box to raise awareness of real-world issues, as IB World investigates IB students around the world are using the power of storytelling to start meaningful conversations about two real-world issues... Mass incarceration in the US More than 2 million people are in US prisons and jails.

# data[].attributes.attachment_link.readable_text
Alumnus Bao "Terry" Cao writes in from the University of Massachusetts, Amherst to share how his Creativity, Activity, Service (CAS) project at the Australian International School opened the door to a lifelong pursuit. By Bao "Terry" Cao
As an IB candidate I was always very active when it comes to CAS. I participated in a variety of activities such as playing in sports teams, performing live music during school events and working in non-profit organizations. They were great experience for me to develop as a human being, but none of them were really something that I felt "at home" doing. It was during the beginning of my second IB year that I found my true passion: being a youth soccer coach.

Our school was the prestigious host of an international sports tournament between Australian schools in Asia. As sports and particularly soccer was my favourite hobby I volunteered to help organize the soccer tournament and coach the U16 Boys' team. Initially I considered participating to get my CAS progress off to a good start to the year as well as to do something that I felt passionate about.

After the tournament finished, my work with the team and organizing the tournament did not go unnoticed. I was approached by a youth soccer academy in my area, who was impressed by the work and effort I put into organizing the competition. I was offered to become a coaching intern at the academy, working with children and youths aged 7-14. I accepted the offer almost immediately, and it was a decision that I consider to be one of the best I have made in my life.

As soon as I arrived at my first coaching session I already felt "at home", something that has never happened before. I adapted to the new role almost effortlessly as I was so passionate about working and coaching children and youths. To have been able to see the progress they made with me as coach was such a rewarding experience. Not only did I gain invaluable experience during my spell of internship, I also landed an official coaching role at a highly reputable sports academy in Vietnam, in which I have worked with for the past six months.

I am now a qualified youth soccer coach and as I prepare to become the head soccer coach of two and potentially three recreational youth soccer teams in Massachusetts, I am grateful for the CAS program which really encourages you to put yourself out there and contribute to the communities around you, whether at school or outside.

The IB isn't just about studying. It's about discovering who you are and what you are passionate about and believe in.
Tell us about your experience as an IB alumnus. Send your letters to alumni.relations@ibo.org

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CAS project in Vietnam continues to reward and inspire alumnus at University of Massachusetts

# data[].attributes.attachment_link.description
Alumnus Bao "Terry" Cao writes in from the University of Massachusetts, Amherst to share how his Creativity, Activity, Service (CAS) project at the Australian International School opened the door to a lifelong pursuit. By Bao "Terry" Cao As an IB candidate I was always very active when it comes to CAS.

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DP students in Indiana organized a huge recycling drive to help an IB World School in Flint during the water crisis
Since April 2014, the drinking water in Flint, Michigan, has been contaminated by lead. It's created a serious public health danger, and is the suspected cause of a Legionnaires' disease outbreak, which has killed 12 people.

IB Diploma Programme (DP) students at Goshen High School, in Indiana, were keen to help out, so they contacted IB World School Flint Southwestern Classical Academy, in Michigan. The school was receiving plenty of water donations, but was growing increasingly concerned about what to do with all of the empty water bottles.

As part of their Creativity Activity Service (CAS) project, the students in Indiana organized 50 recycling bin barrels to be delivered to Flint to help the school collect the bottles. Almost everyone at Goshen High School, and within the community, got involved.

Students from across all grades decorated the barrels to add a personal, creative touch to the project. The barrels, paint, supplies and transport were donated from the city of Goshen, local businesses and parents.

The students personally delivered the barrels, and it was an exciting day for everyone, says Theresa Collins, DP Coordinator. "The day we went to Flint was pretty amazing - one of our students did a live interview with a local television reporter in the morning before we left. When we arrived at Southwestern, their IB students were at the door, personally cheering and welcoming us with signs. They planned icebreaker activities and games, and they hosted lunch for us, too."

Ben Hathaway, Goshen High School DP student says one of the main things he took away from the experience was being able to put names and faces to an issue that he had only ever read about before. "Interacting with and building personal relationships with the students helped to humanize what had previously existed to me as a seemingly far-removed news headline," he adds. This realization shifted my outlook from 'How can I help?' to 'How could I possibly not help?"
This article is part of a series of stories from IB World magazine that bring to life the wonderful initiatives undertaken by IB students and educators from around the globe. Follow these stories on Twitter @IBorganization #IBcommunitystories. Share your great stories and experiences: email editor@ibo.org.

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IB students collaborate to help a community in need

# data[].attributes.attachment_link.description
DP students in Indiana organized a huge recycling drive to help an IB World School in Flint during the water crisis Since April 2014, the drinking water in Flint, Michigan, has been contaminated by lead. It's created a serious public health danger, and is the suspected cause of a Legionnaires' disease outbreak, which has killed 12 people.

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CRITICAL THINKING AND PROBLEM SOLVING. ...

COLLABORATION ACROSS NETWORKS AND LEADING BY INFLUENCE. ...

AGILITY AND ADAPTABILITY. ...

INITIATIVE AND ENTREPRENEURSHIP. ...

EFFECTIVE ORAL AND WRITTEN COMMUNICATION. ...

ACCESSING AND ANALYZING INFORMATION. ...

CURIOSITY AND IMAGINATION.

Imagination/Problem-solving/Adaptability/Initiative
상상력/문제해결력/적응력/주도력

Tony Wagner's website

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Approaches to teaching and learning in the DP creative thinking-DP 창의적 사고에서 교육 및 학습에 대한 접근 (Costa and Kallick)

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Approaches to teaching and learning in the DP creative thinking-DP 창의적 사고에서 교육 및 학습에 대한 접근 (Costa and Kallick)

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16 Habits of Mind Chart HABITS OF MIND (Available for download)
Arthur L. Costa, Ed. D.

Professor Emeritus,

California State University, Sacramento

By definition, a problem is any stimulus, question, task, phenomenon, or discrepancy, the explanation for which is not immediately known. Thus, we are interested in focusing on student performance under those challenging conditions that demand strategic reasoning, insightfulness, perseverance, creativity, and craftsmanship to resolve a complex problem. Not only are we interested in how many answers students know, but also in knowing how they behave when they DON'T know. Habits of Mind are performed in response to those questions and problems the answers to which are NOT immediately known. We are interested in observing how students produce knowledge rather than how they merely reproduce knowledge. The critical attribute of intelligent human beings is not only having information, but also knowing how to act on it.

A "Habit of Mind" means having a disposition toward behaving intelligently when confronted with problems. When humans experience dichotomies, are confused by dilemmas, or come face to face with uncertainties-our most effective actions require drawing forth certain patterns of intellectual behavior. When we draw upon these intellectual resources, the results that are produced are more powerful, of higher quality and of greater significance than if we fail to employ those intellectual behaviors.

Employing "Habits of Mind" requires a composite of many skills, attitudes, cues, past experiences and proclivities. It means that we value one pattern of thinking over another and therefore it implies choice making about which pattern should be employed at this time. It includes alertness to the contextual cues that signal this as an appropriate time and circumstance in which the employment of this pattern would be useful. It requires a level of skillfulness to employ and carry through the behaviors effectively over time. It suggests that as a result of each experience in which these behaviors were employed, the effects of their use are reflected upon, evaluated, modified and carried forth to future applications.
HABITS OF MIND ATTEND TO: DESCRIBING HABITS OF MIND
What behaviors are indicative of the efficient, effective problem solver? Just what do human beings do when they behave intelligently? Research in effective thinking and intelligent behavior by Feuerstein (1980), Glatthorn and Baron (1985), Sternberg (1985), Perkins (1985), and Ennis (1985) indicates that there are some identifiable characteristics of effective thinkers. These are not necessarily scientists, artists, mathematicians or the wealthy who demonstrate these behaviors. These characteristics have been identified in successful mechanics, teachers, entrepreneurs, salespeople, and parents-people in all walks of life.

Following are descriptions and an elaboration of 16 attributes of what human beings do when they behave intelligently. We choose to refer to them as Habits of Mind. They are the characteristics of what intelligent people do when they are confronted with problems, the resolution to which are not immediately apparent.

These behaviors are seldom performed in isolation. Rather, clusters of such behaviors are drawn forth and employed in various situations. When listening intently, for example, one employs flexibility, metacognition, precise language and perhaps questioning.

Please do not think that there are only sixteen ways in which humans display their intelligence. It should be understood that this list is not meant to be complete. It should serve to initiate the collection of additional attributes. Although 16 Habits of Mind are described here, you, your colleagues and your students will want to continue the search for additional Habits of Mind by adding to and elaborating on this list and the descriptions.

One is a matter of quality; the other, a matter of time. ~Marabel Morgan, The Electric Woman

Efficacious people stick to a task until it is completed. They don't give up easily. They are able to analyze a problem, to develop a system, structure, or strategy to attack a problem. They employ a range and have repertoire of alternative strategies for problem solving. They collect evidence to indicate their problem-solving strategy is working, and if one strategy doesn't work, they know how to back up and try another. They recognize when a theory or idea must be rejected and another employed. They have systematic methods of analyzing a problem which include knowing how to begin, knowing what steps must be performed, and what data need to be generated or collected. Because they are able to sustain a problem solving process over time, they are comfortable with ambiguous situations.

Students often give up in despair when the answer to a problem is not immediately known. They sometimes crumple their papers and throw them away saying, "I can't do this," "It's too hard," or, they write down any answer to get the task over with as quickly as possible. Some have attention deficits; they have difficulty staying focused for any length of time, they are easily distracted, they lack the ability to analyze a problem, to develop a system, structure, or strategy of problem attack. They may give up because they have a limited repertoire of problem solving strategies. If their strategy doesn't work, they give up because they have no alternatives.

Effective problem solvers have a sense of deliberativeness: They think before they act. They intentionally form a vision of a product, plan of action, goal or a destination before they begin. They strive to clarify and understand directions, develop a strategy for approaching a problem and withhold immediate value judgments about an idea before fully understanding it. Reflective individuals consider alternatives and consequences of several possible directions prior to taking action. They decrease their need for trial and error by gathering information, taking time to reflect on an answer before giving it, making sure they understand directions, and listening to alternative points of view.

Often students blurt the first answer that comes to mind. Sometimes they shout out an answer, start to work without fully understanding the directions, lack an organized plan or strategy for approaching a problem or make immediate value judgments about an idea-criticizing or praising it- before fully understanding it. They may take the first suggestion given or operate on the first idea that comes to mind rather than considering alternatives and consequences of several possible directions.

Highly effective people spend an inordinate amount of time and energy listening (Covey, 1989). Some psychologists believe that the ability to listen to another person, to empathize with, and to understand their point of view is one of the highest forms of intelligent behavior. Being able to paraphrase another person's ideas, detecting indicators (cues) of their feelings or emotional states in their oral and body language (empathy), accurately expressing another person's concepts, emotions and problems-all are indications of listening behavior (Piaget called it "overcoming ego-centrism"). They are able to see through the diverse perspectives of others. They gently attend to another person demonstrating their understanding of and empathy for an idea or feeling by paraphrasing it accurately, building upon it, clarifying it, or giving an example of it.

Senge and his colleagues (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words. You listen not only to the "music", but also to the essence of the person speaking. You listen not only for what someone knows, but also for what he or she is trying to represent. Ears operate at the speed of sound, which is far slower than the speed of light the eyes take in. Generative listening is the art of developing deeper silences in yourself, so you can slow your mind's hearing to your ears' natural speed, and hear beneath the words to their meaning.

We spend 55 percent of our lives listening yet it is one of the least taught skills in schools. We often say we are listening but in actuality, we are rehearsing in our head what we are going to say next when our partner is finished. Some students ridicule, laugh at, or put down other students' ideas. They interrupt are unable to build upon, consider the merits of, or operate on another person's ideas. We want our students to learn to devote their mental energies to another person and invest themselves in their partner's ideas.

We wish students to learn to hold in abeyance their own values, judgments, opinions, and prejudices in

order to listen to and entertain another person's thoughts. This is a very complex skill requiring the ability to monitor one's own thoughts while, at the same time, attending to the partner's words. This does not mean that we can't disagree with someone. A good listener tries to understand what the other person is saying. In the end he may disagree sharply, but because he disagrees, he wants to know exactly what it is he is disagreeing with.

An amazing discovery about the human brain is its plasticity-its ability to "rewire", change and even repair itself to become smarter. Flexible people are the ones with the most control. They have the capacity to change their mind as they receive additional data. They engage in multiple and simultaneous outcomes and activities, draw upon a repertoire of problem solving strategies and can practice style flexibility, knowing when it is appropriate to be broad and global in their thinking and when a situation requires detailed precision. They create and seek novel approaches and have a well-developed sense of humor. They envision a range of consequences.

Flexible people can approach a problem from a new angle using a novel approach {deBono (1970) refers to this as lateral thinking.} They consider alternative points of view or deal with several sources of information simultaneously. Their minds are open to change based on additional information and data or reasoning, which contradicts their beliefs. Flexible people know that they have and can develop options and alternatives to consider. They understand mean-ends relationships being able to work within rules, criteria and regulations and they can predict the consequences of flouting them. They understand not only the immediate reactions but are also able to perceive the bigger purposes that such constraints serve. Thus, flexibility of mind is essential for working with social diversity, enabling an individual to recognize the wholeness and distinctness of other people's ways of experiencing and making meaning.

Flexible thinkers are able to shift, at will, through multiple perceptual positions. One perceptual orientation is what Jean Piaget called, egocentrism-perceiving from our own point of view. By contrast, allocentrism is the position in which we perceive through another persons' orientation. We operate from this second position when we empathize with other's feelings, predict how others are thinking, and anticipate potential misunderstandings.

Another perceptual position is "macro-centric". It is similar to looking down from a balcony at ourselves and our interactions with others. This bird's-eye view is useful for discerning themes and patterns from assortments of information. It is intuitive, holistic and conceptual. Since we often need to solve problems with incomplete information, we need the capacity to perceive general patterns and jump across gaps of incomplete knowledge or when some of the pieces are missing.

Yet another perceptual orientation is micro-centric-examining the individual and sometimes minute parts that make up the whole. This "worm's-eye view", without which science, technology, and any complex enterprise could not function, involves logical analytical computation searching for causality in methodical steps. It requires attention to detail, precision, and orderly progressions.

Flexible thinkers display confidence in their intuition. They tolerate confusion and ambiguity up to a point, and are willing to let go of a problem trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity and repertoire. While there are many possible perceptual positions-past, present, future, egocentric, allocentric, macro centric, visual, auditory, kinesthetic-the flexible mind is activated by knowing when to shift perceptual positions.

Some students have difficulty in considering alternative points of view or dealing with more than one classification system simultaneously. THEIR way to solve a problem seems to be the ONLY way. They perceive situations from a very ego-centered point of view: "My way or the highway!" Their mind is made up; "Don't confuse me with facts, that's it."

Occurring in the neocortex, metacognition is our ability to know what we know and what we don't know. It is our ability to plan a strategy for producing what information is needed, to be conscious of our own steps and strategies during the act of problem solving, and to reflect on and evaluate the productiveness of our own thinking. While "inner language," thought to be a prerequisite, begins in most children around age five, metacognition is a key attribute of formal thought flowering about age eleven.

Probably the major components of metacognition are developing a plan of action, maintaining that plan in mind over a period of time, then reflecting back on and evaluating the plan upon its completion. Planning a strategy before embarking on a course of action assists us in keeping track of the steps in the sequence of planned behavior at the conscious awareness level for the duration of the activity. It facilitates making temporal and comparative judgments, assessing the readiness for more or different activities, and monitoring our interpretations, perceptions, decisions and behaviors. An example of this would be what superior teachers do daily: developing a teaching strategy for a lesson, keeping that strategy in mind throughout the instruction, then reflecting back upon the strategy to evaluate its effectiveness in producing the desired student outcomes.

Intelligent people plan for, reflect on, and evaluate the quality of their own thinking skills and strategies. Metacognition means becoming increasingly aware of one's actions and the effect of those actions on others and on the environment; forming internal questions as one searches for information and meaning, developing mental maps or plans of action, mentally rehearsing prior to performance, monitoring those plans as they are employed-being conscious of the need for midcourse correction if the plan is not meeting expectations, reflecting on the plan upon completion of the implementation for the purpose of self-evaluation, and editing mental pictures for improved performance.

Interestingly, not all humans achieve the level of formal operations (Chiabetta, 1976). And as Alexander Luria, the Russian psychologist found, not all adults metacogitate (Whimbey, 1976). The most likely reason is that we do not take the time to reflect on our experiences. Students often do not take the time to wonder why we are doing what we are doing. They seldom question themselves about their own learning strategies or evaluate the efficiency of their own performance. Some children virtually have no idea of what they should do when they confront a problem and are often unable to explain their strategies of decision making (Sternberg and Wagner, 1982). When teachers ask, "How did you solve that problem; what strategies did you have in mind"? or, "Tell us what went on in your head to come up with that conclusion". Students often respond by saying, "I don't know, I just did it.'

We want our students to perform well on complex cognitive tasks. A simple example of this might be drawn from a reading task. It is a common experience while reading a passage to have our minds "wander" from the pages. We "see" the words but no meaning is being produced. Suddenly we realize that we are not concentrating and that we've lost contact with the meaning of the text. We "recover" by returning to the passage to find our place, matching it with the last thought we can remember, and, once having found it, reading on with connectedness. This inner awareness and the strategy of recovery are components of metacognition.

Embodied in the stamina, grace and elegance of a ballerina or a shoemaker, is the desire for craftsmanship, mastery, flawlessness and economy of energy to produce exceptional results. People who value accuracy, precision and craftsmanship take time to check over their products. They review the rules by which they are to abide; they review the models and visions they are to follow; and they review the criteria they are to employ and confirm that their finish product matches the criteria exactly. To be craftsmanlike means knowing that one can continually perfect one's craft by working to attain the highest possible standards, and pursue ongoing learning in order to bring a laser like focus of energies to task accomplishment. These people take pride in their work and have a desire for accuracy as they take time to check over their work. Craftsmanship includes exactness, precision, accuracy, correctness, faithfulness, and fidelity. For some people, craftsmanship requires continuous reworking. Mario Cuomo, a great speechwriter and politician, once said that his speeches were never done-it was only a deadline that made him stop working on them!

Some students may turn in sloppy, incomplete or uncorrected work. They are more anxious to get rid of the assignment than to check it over for accuracy and precision. They are willing to suffice with minimum effort rather than investing their maximum. They may be more interested in expedience rather than excellence.

One of the distinguishing characteristics between humans and other forms of life is our inclination, and ability to FIND problems to solve. Effective problem solvers know how to ask questions to fill in the gaps between what they know and what they don't know. Effective questioners are inclined to ask a range of questions. For example: requests for data to support others' conclusions and assumptions-such questions as,

"What evidence do you have.....?"

"How do you know that's true?"

"How reliable is this data source?"

They pose questions about alternative points of view:

"From whose viewpoint are we seeing, reading of hearing?"

"From what angle, what perspective are we viewing this situation?"

Students pose questions, which make causal connections and relationships:

"How are these people (events) (situations) related to each other?"

"What produced this connection?"

They pose hypothetical problems characterized by "iffy"-type questions:

"What do you think would happen IF.....?"

"IF that is true, then what might happen if....?"

Inquirers recognize discrepancies and phenomena in their environment and probe into their causes: "Why do cats purr?" "How high can birds fly?" "Why does the hair on my head grow so fast, while the hair on my arms and legs grows so slowly? "What would happen if we put the saltwater fish in a fresh water aquarium?" "What are some alternative solutions to international conflicts other than wars?"

Some students may be unaware of the functions, classes, syntax or intentions in questions. They may not realize that questions vary in complexity, structure and purpose. They may pose simple questions intending to derive maximal results. When confronted with a discrepancy, they may lack an overall strategy of search and solution finding.

Intelligent human beings learn from experience. When confronted with a new and perplexing problem they will often draw forth experience from their past. They can often be heard to say, "This reminds me of...." or "This is just like the time when I..." They explain what they are doing now in terms of analogies with or references to previous experiences. They call upon their store of knowledge and experience as sources of data to support, theories to explain, or processes to solve each new challenge. Furthermore, they are able to abstract meaning from one experience, carry it forth, and apply it in a new and novel situation.

Too often students begin each new task as if it were being approached for the very first time. Teachers are often dismayed when they invite students to recall how they solved a similar problem previously and students don't remember. It's as if they never heard of it before, even though they had the same type of problem just recently. It is as if each experience is encapsulated and has no relationship to what has come before or what comes afterward. Their thinking is what psychologists refer to as an "episodic grasp of reality" (Feuerstein 1980). That is, each event in life is a separate and discrete event with no connections to what may have come before or with no relation to what follows. Furthermore, their learning is so encapsulated that they seem unable to draw forth from one event and apply it in another context.

Language refinement plays a critical role in enhancing a person's cognitive maps, and their ability to think critically which is the knowledge base for efficacious action. Enriching the complexity and specificity of language simultaneously produces effective thinking.

Language and thinking are closely entwined. Like either side of a coin, they are inseparable. When you hear fuzzy language, it is a reflection of fuzzy thinking. Intelligent people strive to communicate accurately in both written and oral form taking care to use precise language, defining terms, using correct names and universal labels and analogies. They strive to avoid overgeneralizations, deletions and distortions. Instead they support their statements with explanations, comparisons, quantification, and evidence.

We sometimes hear students and other adults using vague and imprecise language. They describe objects or events with words like weird, nice, or OK. They call specific objects using such non-descriptive words as stuff, junk and things. They punctuate sentences with meaningless interjections like ya know, er and uh. They use vague or general nouns and pronouns: "They told me to do it". "Everybody has one." "Teachers don't understand me. They use non-specific verbs: "Let's do it." and unqualified comparatives: "This soda is better; I like it more".

Intelligent people know that all information gets into the brain through the sensory pathways: gustatory, olfactory, tactile, kinesthetic, auditory, visual, Most linguistic, cultural, and physical learning is derived from the environment by observing or taking in through the senses. To know a wine it must be drunk; to know a role it must be acted; to know a game it must be played; to know a dance it must be moved; to know a goal it must be envisioned. Those whose sensory pathways are open, alert, and acute absorb more information from the environment than those whose pathways are withered, immune, and oblivious to sensory stimuli.

Furthermore, we are learning more about the impact of arts and music on improved mental functioning. Forming mental images is important in mathematics and engineering; listening to classical music seems to improve spatial reasoning.

Social scientists solve problems through scenarios and role-playing; scientists build models; engineers use cad-cam; mechanics learn through hands-on experimentation; artists experiment with colors and textures. Musicians experiment by producing combinations of instrumental and vocal music.

Some students, however, go through school and life oblivious to the textures, rhythms, patterns sounds and colors around them. Sometimes children are afraid to touch, get their hands "dirty" or feel some object might be "slimy" or "icky". They operate within a narrow range of sensory problem solving strategies wanting only to "describe it but not illustrate or act it", or "listen but not participate".

Students, however, are often heard saying, "I can't draw," "I was never very good at art," "I can't sing a note," "I'm not creative". Some people believe creative humans are just born that way; in their genes and chromosomes.

Some children and adults avoid problems and are "turned off" to learning. They make such comments as, "I was never good at these brain teasers," or "Go ask your father; he's the brain in this family. "It's boring." "When am I ever going to use this stuff?" "Who cares?" "Lighten up, teacher, thinking is hard work," or "I don't do thinking!" Many people never enrolled in another math class or other "hard" academic subjects after they didn't have to in high school or college. Many people perceive thinking as hard work and therefore recoil from situations, which demand "too much" of it.

We want our students, however to be curious; to commune with the world around them; to reflect on the changing formations of a cloud; feel charmed by the opening of a bud; sense the logical simplicity ofmathematical order. Students can find beauty in a sunset, intrigue in the geometric of a spider web, and exhilaration at the iridescence of a hummingbird's wings. They see the congruity and intricacies in the derivation of a mathematical formula, recognize the orderliness and adroitness of a chemical change, and commune with the serenity of a distant constellation. We want them feel compelled, enthusiastic and passionate about learning, inquiring and mastering.

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The Official Habits of Mind Institute Website

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The Official Habits of Mind Institute Website

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Evaluating Using a Qualitative Perspective Qualitative evaluation provides you with the ability to gain an in-depth understanding of a program or process. It involves the "why" and the "how" and allows a deeper look at issues of interest and to explore nuances. Collecting qualitative evaluation data requires the use of different tools than if you...

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