Lesson 5: Giving Feedback Two Modules Materials Board or screen Chart paper Module Reader: How to Give Constructive Feedback Student Worksheet: Constructive Criticism T-Chart Non-Cog Components Mindfulness Mindset Social Interactions: Conflict resolution; relationship skills; building, maintaining, and restoring relationships Objectives Students will be able to: Explain why it is important to offer honest feedback Recognize the challenges involved when giving feedback or correction Practice giving constructive feedback in a non-threatening way Vocabulary Constructive Feedback Instructional Strategies Bell Ringer Partner Activity Guided Discussion Direct Instruction Vocabulary Partner Reading Cooperative Team Learning Activity Closure Homework/Journal Purpose Students will learn and practice these skills in class so that they will be able to use them constructively in other classrooms and in their lives outside of school. ASCA Standards PS:A1.5, 1.6, 1.8; PS:A2.3, 2.6, 2.7; PS:B1.2, 1.3, 1.6 Click to view standards specifics 21st Century Skills Life and Career Skills: Leadership and Responsibility, Social and Cross-Cultural Skills Literature Connection One excellent book to consider in regard to constructive vs. destructive criticism is Bridge to Terabithia by Katherine Paterson. In Chapter 3, “The Fastest Kid in the Fifth Grade,” one student calls Jesse Aarons “repulsive” for making a slurping noise with his milk. How does Jess respond to this criticism? Read the chapter to find out! A Discussion Guide is available for this book from the Johns Hopkins University Talent Development Secondary Program. Order online by visiting www.TalentDevelopmentSecondary.com . Assessment Opportunities Roll Play Online Reinforcement Activity Journal © Copyright, 2015. Johns Hopkins University. All Rights Reserved.

— OR — Student Printables Begin Module 1 Making Connections As students work in groups (both in school and later in the workplace), the social skills necessary for cooperation become increasingly important. Learning how to give feedback or correction in a constructive, relationship-building way can be broken down into explicit steps, taught to students, and reinforced through the year. The previous lesson focused on how to ask for help, and this lesson teaches students the steps to giving constructive feedback. Before You Teach Step 1. Students would be especially interested in viewing a movie clip which illustrates either constructive criticism or destructive, harmful criticism. An excellent example of constructive criticism is found in the movie Gettysburg, about the battle of Gettysburg, when Gen. Robert E. Lee rebukes General J.E.B. Stuart for not fulfilling his scouting mission to keep Lee posted about the troop movements of enemy soldiers. The text is available by clicking the image. Step 2. Students download their materials at: http://mmgstudent.weebly.com/mmg101.html If you are not using the website materials, click the “Student Printables” icon to print the student activity sheets for all three modules. — OR — Student Printables You have the option to print each module with teacher’s notes. Students can download the materials for these modules online: http://mmgstudent.weebly.com/mmg101.html Begin Module 1 Module 1 Module 2 © Copyright, 2015. Johns Hopkins University. All Rights Reserved.

PROTOTYPE CREDITS Prototype Lesson Editor: Howard Gradet Prototype Design: Gregg M. Howell MMG Original Author(s): Maria Garriott   © Copyright, 2015. The Johns Hopkins University. All Rights Reserved. Talent Development Secondary Center for the Social Organization of Schools Johns Hopkins University School of Education 2701 N. Charles Street Baltimore, MD 21218 410-516-8800 telephone 410-516-8890 fax www.TalentDevelopmentSecondary.com All rights reserved. The information, activities, and materials contained in the modules that comprise this lesson are intended for pilot-testing evaluation. Printing of the pilot components are intended for classroom use only. Printed student materials should not exceed the number of students in each class. No other part of this document may be reproduced, in any form or by any means, without permission in writing from the publisher. This manual may contain Internet website IP (Internet Protocol) addresses. At the time this manual was published, any website and/or email addresses were checked for both validity and content as it relates to this lesson’s corresponding topic. The Johns Hopkins University, and its licensors, is not responsible for any changes in content, IP addresses changes, pop advertisements, or redirects. It is further recommended that teachers confirm the validity of the listed addresses if they intend to share such addresses with students. Development of this material was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A080544 to Johns Hopkins University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. For more information about Freshman Seminar, please visit our website at: www.TalentDevelopmentSecondary.com