Giving and Receiving Feedback
PROCEDURALGive and receive constructive feedback — telling someone what they did well and what could be improved in a way that is helpful rather than hurtful, and receiving feedback about their own work without becoming defensive
Mastery Evidence
- Give feedback that includes both a specific positive point and a constructive suggestion
- Receive feedback about their own work without getting upset or dismissive
- Explain why constructive feedback helps people improve
Assessment Prompt
“If [child] reviews a classmate's story and finds mistakes, can they give feedback that's helpful — like 'I loved this part, and this bit could be clearer' — rather than just saying 'it's wrong'?”
Curriculum Standards1 alignment
PSPE.INT.P3.LO.8IB PYP Personal, Social and Physical Education (PSPE) Scope and Sequencecodes onlyPrerequisites4
- Communication VocabularysoftAges 7—11
- Working Well in a GrouphardAges 7—9
- Assertive CommunicationsoftAges 9—11
- Engaging Listeners and Valuing ViewpointssoftAges 7—8
Show full prerequisite tree
- Communication Vocabulary soft
Constructive feedback uses vocabulary from assertive communication and conflict resolution
- Communication Vocabulary soft
Working effectively in groups draws on vocabulary like 'cooperate', 'compromise', and 'conflict'
- Vocabulary: working with others hard
Taking turns and sharing cooperatively requires vocabulary like 'cooperate', 'take turns', and 'include'
- Listening and responding soft
Effective small-group collaboration requires the foundational listening skill of attending to others and following discussion rules developed in Speaking & Listening
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Listening and responding soft
SEL listening skills build on curriculum speaking & listening foundations
- Vocabulary: working with others hard
Active listening practice requires understanding the vocabulary of listening, agreeing, and disagreeing respectfully
- Vocabulary: resilience and self hard
Positive self-talk practice requires knowing the term 'self-talk' and distinguishing it from intrusive negative thoughts
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Emotion Vocabulary soft
Self-talk benefits from wider emotion vocabulary to name what you're feeling
- Vocabulary: resilience and self hard
The growth mindset concept requires understanding the vocabulary pair 'growth mindset' vs 'fixed mindset'
- Learning from Mistakes hard
Growth mindset builds on understanding mistakes as learning opportunities
- Words for Big Feelings soft
Framing mistakes as learning uses the vocabulary of feelings management and coping with setback
- Making Sense of Problems soft
Growth mindset understanding (SEL) is grounded in the concrete experience of persevering through mathematical problems — the abstract principle is made real through mathematics
- Checking Your Own Work soft
Checking whether a maths answer makes sense applies the universal self-checking habit to a mathematical context
- How Many in Total? soft
Problem sense-making at 5-6 requires cardinality understanding to make sense of 'how many' problems
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening to Texts Read Aloud soft
Making sense of word problems requires listening comprehension skills
- Addition as combining or putting together two soft
Making sense of addition problems requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Persisting When It's Hard soft
Mathematical perseverance with problems is the domain-specific application of the universal persistence habit
- Communication Vocabulary hard
Assertive communication requires understanding the trio: assertive vs passive vs aggressive
- Resolving Disagreements with Friends hard
Assertive communication builds on basic conflict resolution
- Communication Vocabulary hard
Resolving disagreements requires vocabulary for conflict, resolution, and compromise
- Vocabulary: working with others soft
Understanding what makes a good friend draws on cooperation and inclusion vocabulary
- Expressing Feelings with Words soft
Resolving disagreements benefits from expressing feelings in words
- Triggers and Causes of Feelings soft
Expressing feelings in words benefits from understanding triggers
- Naming Basic Emotions soft
Calming strategies benefit from naming the emotion you're trying to manage
- Words for Big Feelings hard
Calming strategies (calm, breathe, settle) rely on knowing this vocabulary to name and apply the techniques
- Group discussions soft
Resolving disagreements through conversation requires the collaborative speaking skills — staying on topic, building on others' contributions — from Speaking & Listening
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Listening and responding soft
SEL listening skills build on curriculum speaking & listening foundations
- Vocabulary: working with others hard
Active listening practice requires understanding the vocabulary of listening, agreeing, and disagreeing respectfully
- Engaging Listeners and Valuing Viewpoints soft
Giving feedback benefits from evaluating viewpoints and building on contributions
- Teaching It Back soft
Building on others' contributions in discussion requires being able to articulate your own thinking — the self-explanation habit applied in a social context
- Explaining Mathematical Reasoning soft
The universal self-explanation habit (LtL 7-8) builds on the maths-specific practice of explaining reasoning when prompted (MT 6-7)
- Showing Your Working hard
Age 6-7 explaining with diagrams/logic builds on age 5-6 showing and telling with objects
- Numbers up to 10 into pairs soft
Explaining part-part-whole decompositions exercises showing and telling
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Number bonds to 9 soft
Explaining how to find number bonds to 10 exercises showing thinking with objects
- Numbers up to 10 into pairs hard
Making 10 is a specific application of decomposing numbers into pairs
- Addition as combining or putting together two hard
Decomposing numbers into pairs requires understanding addition as combining
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Listening and responding soft
Explaining mathematical reasoning orally requires basic listening and responding skills
- What the equals sign means soft
Determining whether equations are true/false exercises evaluating and justifying
- Reading +, −, and = symbols hard
Deep understanding of = requires already being able to read and write number sentences
- Reading and writing numbers to 20 hard
Writing number sentences requires reading and writing numerals
- How Many in Total? hard
Reading/writing numerals 0–20 requires understanding that numerals represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Writing digits 0-9 hard
Writing numerals requires the motor skill of forming digits 0-9 (taught in English handwriting)
- Addition as combining or putting together two hard
Reading/writing the + symbol requires understanding what addition means
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Subtraction as taking away or separating hard
Reading/writing the − symbol requires understanding what subtraction means
- How Many in Total? hard
Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Addition as combining or putting together two hard
Understanding commutativity of addition requires understanding addition
- How Many in Total? hard
Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Thinking Before Starting hard
Explaining in your own words requires connecting new learning to existing knowledge already held in mind
- Persisting When It's Hard hard
Activating prior knowledge requires the foundational habit of persistent engagement with new material
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
- Expressing & Justifying Opinions soft
Oral expression skills support understanding formality in speech
- Exploring Ideas Through Talk soft
Conversational skills provide foundation for evaluating viewpoints
- Feeling of not understanding soft
Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
- Asking for Help hard
Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
Unlocks2
- Leadership Styles and InfluencehardAges 13—14
- Self-Reflection in RelationshipssoftAges 9—11