Different Forms of Reflections
Forms of Reflection:
Reflection can appear in countless forms. Written reflection is ONE FORM of reflection. CAS students should be able to identify forms of expression that have personal meaning and best enable them to explore their experiences.
Student reflection may be expressed through a paragraph, a dialogue, a poem, a comic strip, a dramatic performance, a letter, a photograph, a dance, or other forms of expression. Students find greater value and purpose when they apply their own interests, skills and talents when reflecting. They discover that reflection can be internal and private or external and shared.
A student might take photographs while hiking and use these to reflect in writing.
Two students could compose a song describing how they helped children.
A student might dramatise a poem to capture a feeling of creative endeavour.
A student could produce a short video summarising a CAS experience.
A group of students create a poster highlighting aspects of a shared experience.
By encouraging students to choose forms of reflection that are personal and enjoyable, reflection becomes a means for self-discovery. Students make connections, develop awareness of choices and consequences, and acquire sensitivity to the experiences of self and others.
. Students should include reflections in their CAS portfolio that give evidence to achieving each of the seven CAS learning outcomes.
Teachers report unique ways students have presented their reflections:
“Some students organized an impromptu 'flash mob' to commemorate their attendance at an annual Youth Leaders symposium. One of the art students then followed this up with a cartoon depiction of the event, which included caricatures of each student who had participated accompanied by speech bubbles with their individual comments on the flash mob experience and the symposium.”
“A student created a magic show as his choice for expressive, meaningful reflection. Challenges and surprises were represented by objects appearing out of hats, from behind ears and magically out of thin air. Similarly, items disappeared within an instant, representing challenges successfully met along his CAS journey. The magic show demonstrated the student’s passion for magic—his distinct talent—as well as a compilation of numerous skills and knowledge acquired during his time in the DP.”
“Following his involvement in a CAS project focusing on improving social justice, a student wrote two songs that acted as a culminating reflection. The student performed these songs in the school cafeteria, with an accompanying visual presentation that gave further details on his reflections and overall experience.”
“One of my students decided to take one photograph a week throughout her CAS experience that captured what she was feeling, thinking, seeing or learning. She combed through her photographs to create a gallery without a single caption to present to the community. She wanted to see if what she saw through her camera lens would reflect the story accurately.”
“A student turned in a basketball to represent his reflection in Activity. All over the basketball he wrote phrases, attached photos, and adhered articles to re-purpose the ball as a road map to his experience and represent his reflections.”
“Students who, as part of a CAS group project, were tutoring children within the Hmong community learned about the story quilts that are their traditional art form. They collaborated on a tapestry using learned skills from the Hmong artisans to tell about their collective journey.”
“A student decided to make a drawing on his growth process through CAS. Just with drawings we could understand how his experiences developed his self-identity.”