Five stages of CAS

CAS is designed as a form of experiential education that typically involves the following stages:

• Investigation, preparation, and action that meets an identified need
• Reflection on significant experiences throughout to inform problem-solving and choices
• Demonstration allowing for sharing of what has taken place

Stage 1: Investigation

This stage involves research, communication, and self-management skills. This is the stage wherein students investigate and choose the experience they want to undertake. Coordinators and/or advisors may ask a number of key questions at this stage, such as:

A useful tool with great ideas for investigation can be found here.

Stage 2: Preparation

This stage involves thinking, communication, and social skills. This is the stage wherein students prepare to carry out the experience. This stage is crucial to ensuring students have undertaken all the necessary groundwork before they get started with the planned experience. Coordinators and/or advisors may ask a number of key questions at this stage, such as:

Stage 3: Action

This stage involves self-management, communication, thinking, and social skills. This is the stage wherein the experience is actually carried out. Coordinators and/or advisors may ask a number of key questions at this stage, such as:

Stage 4: Demonstration

This is the stage wherein the students have the opportunity to show what they have learned from the experience. This can take many forms including a written reflection. Here are some examples of student reflections regarding demonstration.

Demonstration might also happen at:

1. a CAS fair where students talk about their CAS projects and produce artifacts;
2. a school or grade-level assembly
3. a practical demonstration of a new skill learned or acquired
4. the formal CAS interviews

Stage 5: Reflection

Reflection is personal and ongoing, and a key part of the experiential learning cycle. Students are expected to regularly reflect throughout each of these stages for every experience/project.

Reflection helps change a particular event into a learning experience depending on the individual’s development. Hence, reflection has to be taught. To aid meaningful reflection, you may advise students to:

Want to know how you can make reflecting an organic process for your students? Read this powerful blog by CAS enthusiast Cathryn Berger Kaye!