Year 4, Lesson 1.9: Feedback and revision

Semester Learning Goal

Students will investigate community needs, reflect on personal values, and apply design thinking to develop a values-aligned project idea. Through research, collaboration, and iteration, they will explore what it means to do Good Work as a good person, good worker, and good citizen.

Lesson Goal

Students will review and prioritize peer feedback from their initial prototype, evaluate what changes to make, and begin planning specific, values-aligned revisions. These improvements will help them prepare to implement their Capstone project in the second half of the year.

Assessment

  • Observe student engagement in peer dialogue and reflection discussions.

  • Review iteration planning notes for evidence of thoughtful revision, values alignment, and ethical decision-making.

Casel Alignment

Self-Awareness, Responsible Decision-Making, Relationship Skills, Self-Management

Portfolio Documentation

Resources

Prerequisites

  • Year 4, Lesson 1.8; peer feedback

Total Time

45 minutes

Instructions

  • Students prototyped their capstone last class, exploring how it could work, and gathered feedback on this early version. In this lesson, students will review this feedback, prioritizing which changes they’d like to make. This will help them implement their project later on.

Optional Opening Framing: 

  • This lesson helps you grow as a good person and worker by being open to feedback, learning from mistakes, and improving your work with intention.

1. Opener: Why Revisit Feedback? (5 minutes)

  • Ask students:

    • What’s the difference between hearing feedback and actually using it?

  • Briefly remind students that their Living Museum in the last lesson was a starting point. Today is about going deeper: making decisions, asking follow-up questions, and preparing to refine their work. This step reflects the ethical value of responsiveness—being willing to grow and adapt based on input. 

  • Remind students that they are still in the design phase of their Capstone project. This revision work will help shape what their project looks like when it is put into action next semester. The clearer and more thoughtful their revisions are now, the more confident they’ll be when it’s time to launch.

2.  Feedback Review & Prioritization (10 minutes)

  • Have students take out their Lesson 1.8 sketch note and peer feedback. Instruct them to sort their feedback into three categories:

    • Feedback I want to use

    • Feedback I’m unsure about

    • Feedback I will set aside (for now)

  • They can circle, underline, or color-code directly on their sticky notes or notes.

  • Then, have students respond to the following in their Iteration Planning Sheet or notebook:

    • What feedback feels most important to act on?

    • What feedback are you still thinking about? Why?

    • What feedback doesn’t fit with your project goals or values?

3. Numbered Heads Together: Deepening Understanding (15 minutes)

  • Place students in groups of four and assign each a number (1–4). Share these discussion prompts, one at a time. Each group discusses the prompt, then you call a number to report out their group’s thinking.

  • Discussion Prompts:

    • What patterns do you notice in the types of feedback your group received?

    • What types of changes are hardest to make? Why?

    • How do your values help you decide which feedback to use?

  • Use the board or chart paper to summarize key themes across groups.

4. Iteration Planning: What Will You Revise? (10 minutes)

  • Distribute the Iteration Planning Sheet.

  • Students will choose one or two pieces of feedback to act on and describe:

    • What they will revise or improve

    • Why this change matters

    • What values or community needs it reflects

    • What materials, help, or time they might need to implement it

  • Encourage students to be concrete (e.g., rewrite a flyer title, redesign a workflow, shift who their project serves).

5. Closing Exit Ticket

  • Ask students to complete the Lesson 1.9 Exit Ticket

  • Remind the class that revision is not a sign of failure—it’s a sign of care. Ethical, engaged changemakers revise because they value the work and the people it affects.

  • Students should save their Iteration Planning Sheet and this exit ticket in their Good Work Portfolio.

Optional Extension – Get Outside Input:

Ask someone outside of class (family member, neighbor, coach, librarian, etc.) what they think of your idea. Share a short version of your project and write down what they found exciting, confusing, or helpful.