You cannot see the back of your own head. Eight lessons of self-audit, skills lists and Situation/Action/Result entries have all come from inside your own view. Today you get outside that view: feedback from somebody else, written against named criteria, recorded before you decide whether you agree.

Open your Strong Skills Evidence document from Lesson 18. You will need those SAR entries for the main work.

Before you give or receive anything, mark each statement true or false on what you honestly think right now. Do not polish your answers. You will look back at these after you have actually sat on both sides of a review.

Key terms for today sit behind the claims: peer feedback (specific comments from someone at your level), a criterion (one named thing you judge against), and receiving feedback (writing it down before you decide if you agree).

Good peer feedback is not a vibe. It hits named criteria, points at a line, and ends with one change the writer could make today.

The SAR criteria you will use with a partner are: situation is a real occasion, action shows the skill, and result is checkable.

Read the sample feedback note on a classmate's teamwork SAR entry, label each marked phrase, then reveal the model and see where you differed. Use what you notice when you review your partner next.

Read Alex's case, then do the same move with your own partner.

Case: Alex, fifth year. Alex wrote three SAR entries for communication, teamwork and time management. A partner reviewed them against three criteria: Is the situation a real occasion? Does the action show the skill rather than claim it? Is the result something a reader could check? The partner's priority change was: In the teamwork entry, replace 'I supported the group' with the two messages you actually sent and who got them. Alex's first instinct was to explain that everyone already knew what support meant. Instead Alex wrote the feedback down word for word, then decided the change was fair.

Your task (pairs). Start by swapping Strong Skills Evidence documents with your partner, then review one of their SAR entries against the three criteria, remembering that every judgement below the top level needs a specific comment pointing at a line. Name one priority change and hand the review over.

When you are the receiver, open your Digital Portfolio, the folder where you keep your course work, and start a new document in it called Feedback Entry 1, saved beside your Strong Skills Evidence document. Write down what your partner said in the words they gave you before you say whether you agree. Then record the one change they named, and whether you are taking it and why.

In class before the bell: Feedback Entry 1 must hold the feedback wording as given, the one priority change, and your take-it decision with a short why.

Homework if needed: add three people outside this class you will ask over the next two weeks, and the question you will use (try: Think of a time I was useful to you. What was I doing?).

Today you participated in structured feedback instead of another self-only audit.

• Why self-reflection alone misses strengths other people can see
• How a criterion keeps feedback specific instead of vague
• How to label weak praise versus actionable change on a real feedback note
• How to give one priority change on a partner's SAR entry against situation, action and result
• How to receive feedback by writing it down before you decide if you agree
• What belongs in Feedback Entry 1: wording as given, one priority change, take-it decision (outside-three list as homework if needed)

Next lesson builds on receiving and recording feedback when it is uncomfortable, using the plan you started today.