Objective:

Students will practice giving kind and respectful feedback in face-to-face interactions, learning how to express confusion, offer ideas, and prompt discussion effectively. They will also identify harmful behavior in collaborative spaces and practice intervening appropriately.

Materials Needed:

• Scenario cards depicting different situations where feedback is needed (e.g., a student sharing a drawing, group project discussion)

• Feedback sentence starters (e.g., “I like how you…”, “Have you thought about…?”, “I’m not sure I understand this part, could you explain more?”)

Steps:

• Introduction:

  • Begin by discussing with students why it is important to give kind feedback when working with others. 

  • Ask, “How do we feel when someone says something nice about our work? How do we feel when feedback isn’t so nice?”

  • Explain that feedback should help others improve their work in a positive way and encourage further discussion.

• Group Activity:

  • Divide students into pairs or small groups. 

  • Provide each group with a scenario card and ask them to role-play giving feedback using the sentence starters provided. 

  • One student will present their "work" (a drawing, story, etc.) while the other students provide kind, constructive feedback.

• Discussion:

  • After each role-play, ask students how it felt to both give and receive feedback. 

  • Discuss how tone of voice and words can be easily misinterpreted, especially if feedback isn't clear or positive. 

  • Reinforce the importance of kind communication.

• Harmful Behavior Awareness:

  • Introduce a few scenarios where students might notice harmful behavior in a collaborative space (e.g., someone being left out of a group, or rude comments). 

  • Discuss the appropriate steps they could take, such as asking an adult for help or including the left-out person.

Equity and Access:

Provide sentence starter cards with visuals for students who may need extra support. Allow students to rehearse with a peer mentor if they are shy or unsure of how to give feedback.

Real-World Application:

Relate the lesson to how adults give and receive feedback in workplaces and other collaborative environments such as digital spaces, emphasizing the importance of respectful communication in team settings.

CS Practice(s):

• Fostering an Inclusive Computing Culture: Students learn how to communicate respectfully, recognizing when to intervene in a positive way in collaborative settings.

Standard(s):

• CA HSS 1.1.2

• CA CS K-2.IC.19

Objective:

Students will use a multimedia platform (e.g., Seesaw or Google Slides) to provide feedback on peers’ digital work, learning how to give kind, respectful comments in a digital format. They will explore how digital communication can sometimes be misinterpreted and practice identifying harmful behavior online.

Materials Needed:

• Tablets or computers with Seesaw or Google Slides

• Pre-made student projects (e.g., a digital drawing, story, or short video)

• Feedback guides or sentence starters

Steps:

• Introduction:

  • Begin by discussing how giving feedback online is different from giving feedback in person. 

  • Ask students, “How can we make sure our comments online are respectful and kind?” 

  • Introduce the concept of tone in written feedback and how it might be misinterpreted if not written clearly.

• Group Activity:

  • Have students log in to Seesaw or Google Slides, where they will review a peer’s digital project. 

  • Students will use the feedback guides to write comments that are respectful and helpful, offering suggestions or asking questions to prompt further discussion.

• Testing and Refining:

  • After leaving feedback, students will read their comments aloud to a peer or teacher to see if they sound kind and constructive. 

  • They will have the opportunity to revise their comments if needed, learning how to refine digital communication for clarity and kindness.

• Harmful Behavior Online:

  • Discuss harmful behaviors that might occur in digital spaces (e.g., rude comments, leaving out group members) and what steps students should take to intervene (e.g., report the behavior to a teacher, write a positive comment to include the person).

Equity and Access:

Provide pre-made feedback examples for students who need additional support. Use peer mentors to guide students through the feedback process if they struggle with typing or expressing their thoughts digitally.

Real-World Application:

Explain how adults use online collaborative platforms (like Google Docs or email) in the workplace to provide feedback, and how professionals need to be careful with their tone and clarity when communicating digitally.

CS Practice(s):

• Fostering an Inclusive Computing Culture: Students practice how to collaborate respectfully in digital environments, giving constructive feedback and recognizing harmful behavior online.

Standard(s):

• CA HSS 1.1.2

• CA CS K-2.IC.19