In this lesson you are reflecting: not gathering new feedback, but practising what you do with feedback you already have.

The hard half of feedback is not hearing it. It is stopping the instinct to explain yourself before you have written the words down. Today you will practise that stop, then turn one real piece of transferable-skills feedback into a five-sentence action note in your Feedback Entry 1 document.

Use a peer-review change on your Situation / Action / Result entry if you have one, or feedback from a coach, a teacher, a part-time job, or someone at home. If you do not yet have a Feedback Entry 1 document, start one with that name in your Strand 1.1 folder today.

Three terms you will use for the rest of this lesson:

1. Scenario cards: what would you actually do?

Work the three scenario cards. For each one, choose what you would actually do in the moment, not what sounds best on paper. The class will hear a few different calls. The discipline you are practising is simple: write it down before you decide whether you agree.

2. Open Feedback Entry 1 and write your action note

Open your Feedback Entry 1 document in your Strand 1.1 folder (start a fresh document with that name if you need one). Expand it with a five-sentence action note on one real piece of transferable-skills feedback you have already received. It can be a peer-review note on your Situation / Action / Result entry, or feedback from a coach, a teacher, a part-time job, or someone at home. Use this shape:

1. Who gave the feedback, and roughly when.
2. What they said, as close to their words as you can manage.
3. Your first reaction (including any urge to explain or defend).
4. What you accept, what you do not, and why.
5. One concrete thing you will do differently because of it.

Here is a worked shape, so you can see the length and honesty expected. Eoin received this from his GAA coach after a match:

1. My under-18s coach, after the county semi-final two Saturdays ago.
2. He said: "When the ref makes a call against us, you argue the point instead of resetting. The team loses ten seconds every time."
3. My first reaction was to list the three soft free-kicks we had already taken. I wanted him to know I was right about the ref.
4. I accept the ten-seconds part. I checked the clip and he was right. I do not accept that I always do it, but I accept I did it three times in that match.
5. Next match I will take one breath and look at our number 9 before I open my mouth to the ref. If I still argue, I owe the sideline a water bottle run at half-time.

Write your own five sentences now. Keep the other person's words. Keep your first reaction honest. End on something you could actually do this month. This note is Portfolio evidence you can draw on later when you reflect on skill development for Portfolio in Action.

Talk these through with the person beside you, then sit with your own answers. If either one belongs in your Feedback Entry 1 document, add it there in your own time.

• Which of today's three scenarios is closest to how you usually receive feedback, and what would one different first move look like next time?
• Read sentence 5 of the action note you just wrote. Is it something you could actually do this month, or is it a vague promise to "be better"?

Today you practised the reflecting half of feedback: hearing it without defaulting to defence, and recording it so future-you can act.

• Defensiveness is the urge to explain before you have fully heard.
• A feedback record captures the other person's words first.
• An action note turns one real moment into five usable sentences.
• Your Feedback Entry 1 document now holds a five-sentence note you can return to when you plan skill development, and it is Portfolio evidence you can draw on later for Portfolio in Action reflection on how you grow transferable skills.