MMG101 Online Module Teacher's Manual Bell Ringer Think about a time when someone gave you feedback that you didn’t like. What did the other person say? How did you feel about what they said? Why? Have students partner and discuss the following questions on the screen. Think about a time when someone gave you feedback that you didn’t like. What did the other person say? How did you feel about what they said? Why? © Copyright, 2015. Johns Hopkins University. All Rights Reserved. (C) Copyright, 2015. Johns Hopkins University. All Rights Reserved.

MMG101 Online Module Teacher's Manual Giving Feedback After students share their answer to the Bell Ringer with a team partner, ask a few volunteers to contribute their scenarios and answers. As students share, summarize some of the reasons why they responded negatively or positively to the feedback or criticism. Was the critic speaking rudely? Did the student feel the other person was in a bad mood, or just trying to cut them down? List on the board what students didn’t like about the feedback they received. Help students to realize that sometimes it is the way criticism or feedback is offered that can leave them feeling hurt, angry, or rejected. Try to move students toward realizing that how something is said is just as important as what is said.   Remind students that the belief that they can learn from their past mistakes is called mindfulness, and when they work to improve their skills, they are being mindful. [Mindfulness should already be in students’ vocabulary]. © Copyright, 2015. Johns Hopkins University. All Rights Reserved. (C) Copyright, 2015. Johns Hopkins University. All Rights Reserved.

MMG101 Online Module Teacher's Manual Constructive Feedback Ask a student volunteer to define the vocabulary term Constructive Feedback. Note: It might be necessary to deconstruct the term and make sure students can define both constructive and feedback before defining the term. Display the term on the screen or write on chart paper. © Copyright, 2015. Johns Hopkins University. All Rights Reserved. (C) Copyright, 2015. Johns Hopkins University. All Rights Reserved.

MMG101 Online Module Teacher's Manual Constructive feedback is information designed to help someone improve or do better. Tell students that constructive feedback is information designed to help someone improve or do better. Make sure students understand the goal is not to “put someone in his place,” hurt someone’s feelings, or get back at someone. Press the YouTube icon to view the 1-minute video on How to Give Constructive Feedback (YouTube link: https://www.youtube.com/watch?v=WmLZyB99ITA ) © Copyright, 2015. Johns Hopkins University. All Rights Reserved. (C) Copyright, 2015. Johns Hopkins University. All Rights Reserved.

MMG101 Online Module Teacher's Manual Is it easy to give honest, constructive feedback to someone? Why or why not? Why is it important that your feedback be constructive? Direct students to Class Reader # 36: How to Give Constructive Feedback. Students read the selection silently, then with a reading partner. Tell students that later in the class you will assign one of the scenarios to each team for discussion. © Copyright, 2015. Johns Hopkins University. All Rights Reserved. (C) Copyright, 2015. Johns Hopkins University. All Rights Reserved.

MMG101 Online Module Teacher's Manual Reading Time Direct students to Module Reader # 1: How to Give Constructive Feedback. Students read the selection silently, then with a reading partner. You will assign one of the scenarios to each team for discussion later in the class. © Copyright, 2015. Johns Hopkins University. All Rights Reserved. (C) Copyright, 2015. Johns Hopkins University. All Rights Reserved.

MMG101 Online Module Teacher's Manual Advice for Sylvia After students have finished reading, review the three steps to giving constructive feedback in a whole-class discussion. Put the 3 steps on the board/screen. © Copyright, 2015. Johns Hopkins University. All Rights Reserved. (C) Copyright, 2015. Johns Hopkins University. All Rights Reserved.

MMG101 Online Module Teacher's Manual Looks Like Sounds Like Direct students to Module Worksheet # 1: Constructive Criticism T-Chart. As a class, review the steps to constructive criticism. Help students give concrete examples of what constructive criticism looks like and sounds like. There is an online Reinforcement Activity for this module. Instructions are located in the Resources area on the module website. Next Module © Copyright, 2015. Johns Hopkins University. All Rights Reserved. (C) Copyright, 2015. Johns Hopkins University. All Rights Reserved.