Review service with the people it is meant to help · 与预期受益者一起审查服务
| English | 中文 | Pinyin · 拼音 |
|---|---|---|
| reciprocity/rɪsɪˈprɒsɪti/ | 互惠 | hù huì |
| responsibility/rɪˌspɒnsəˈbɪlɪti/ | 责任 | zé rèn |
| evaluation/ɪˌvæljuːˈeɪʃn/ | 评价 | píng jià |
The first session does not meet the need
- A group prepares long stories for a reading visit. The partner teacher says the younger pupils need shorter texts and more time to respond. The group must use that feedback to review its plan.
- Reciprocity 互惠 means learning and contribution work in both directions. Listen to the partner’s experience rather than treating service as a task you decide alone.
首次活动未满足需求
- 一个小组为阅读访问准备了长篇故事。合作教师表示低年级学生需要较短的文章以及更多的回应时间。该小组必须根据这一反馈重新审视其计划。
- 互惠 指学习与贡献应是双向的。倾听合作者的体验，而不是将服务视为仅由自己单方面决定的任务。
Agree a workable change together
- Ask the partner teacher which texts and session length are appropriate. Agree student roles, supervision and materials before the next visit.
- A responsibility 责任 names what a person has agreed to do. Assign preparation and discussion roles without excluding quieter teammates, then check that everyone understands the plan.
共同商定切实可行的改进措施
- 询问合作教师哪些文章和课时长度是合适的。在下次访问前，就学生角色、监督方式和材料达成一致。
- 责任 指个人已承诺完成的事项。分配准备和讨论任务时不应排除性格较安静的队友，然后检查每个人是否都理解该计划。
What is the best response to the partner teacher’s feedback? · 对合作教师反馈的最佳回应是什么？
A reciprocal response uses the partner’s evidence to revise the purpose and actions. · 互惠回应利用合作者的证据来修订目的和行动。
Check permissions before acting
- Use the school’s approved supervision and consent process. Do not change the activity’s location or share participant images just because the revised plan seems helpful.
- If access or safety prevents a session, tell the responsible adult and revise the plan. An intention to help does not remove the need for approval.
采取行动前核查许可
- 使用学校批准的监督和同意程序。不要因为修订后的计划看似有效，就擅自改变活动地点或分享参与者的照片。
- 如果准入限制或安全问题导致活动无法进行，应告知负责人员并修改计划。帮助他人的意愿不能免除获得批准的要求。
Good intentions allow a group to skip required supervision. · 良好的意图使小组可以跳过必要的督导。
The approved supervision and consent process applies to the actual activity. · 经批准的督导和知情同意流程适用于实际活动。
Review the effect with evidence
- After the next visit, ask for specific feedback: were the shorter texts suitable, and did pupils have enough response time? Record your own decisions and the partner’s comments accurately.
- An evaluation 评价 compares the intended purpose with the observed effect. Explain what improved, what still needs work and which evidence supports that judgement.
基于证据评估效果
- 在下次访问后，征求具体反馈：短篇文章是否合适？学生是否有足够的回应时间？准确记录你自己的决策和合作者的评论。
- 评价 是将预期目的与实际观察到的效果进行比较。说明哪些方面得到了改善，哪些仍需改进，并指出支持该判断的证据。
Which evidence best supports a judgement that response time improved? · 哪项证据最能支持“响应时间有所改善”的判断？
The evidence addresses the intended change in participation. · 该证据针对预期的参与度变化。
Use the review to guide continued action
- Choose a concrete next step, such as agreeing the next texts with the teacher before preparation. Review that action at a later session rather than promising vaguely to do better.
- Use actual records in the school’s CAS portfolio process. A fictional case can practise planning, but cannot replace real service, supervision or the project requirements.
利用复盘指导持续行动
- 确定一个具体的下一步骤，例如在准备之前先与老师确定下次的文章。在下一次活动中回顾该行动的执行情况，而不是模糊地承诺会做得更好。
- 使用学校CAS档案流程中的真实记录。虚构案例可以练习规划，但无法替代真实的志愿服务、督导或项目要求。
Which next action can be checked? · 哪项下一步行动可以被核实？
The action names a specific step and when it should happen. · 该动作指代一个具体步骤及其发生时机。
Match each stage to its purpose. · 将每个阶段与其目的相匹配。
Planning and review should remain connected to the real participants. · 规划与回顾应始终联系真实的参与者。
Which statements about CAS evidence are justified? · 关于CAS证据，哪些陈述是合理的？
Fictional practice can teach reasoning but cannot establish actual CAS completion. · 虚构练习虽能训练推理能力，但无法确立实际的CAS完成度。
The first visit uses a long story and leaves little time for pupils to answer. After the teacher’s feedback, the group agrees a shorter approved text, separates reading and question roles and allows pauses. The later teacher comment says more pupils responded, but two questions were still too difficult. The student’s reflection explains the changed decision and proposes checking the next questions with the teacher. It does not claim that one improved visit establishes every CAS outcome.
首次访问使用了长篇故事，导致学生几乎没有时间作答。在教师反馈后，小组确定了一篇较短的获批文本，将阅读和提问角色分开，并允许停顿。随后的教师评语指出更多学生作出了回应，但仍有两个问题过于困难。学生的反思解释了这一变更决定，并提出与教师核对后续问题。该反思并未声称一次改进后的访问就能实现所有CAS成果。
Do not use a photograph or a time log as a substitute for explaining your contribution and learning. Follow privacy rules and describe the actual decisions.
不要使用照片或时间日志来替代解释你的贡献和学习过程。遵守隐私规则，描述实际做出的决策。
Confirm the need, agree responsibilities and permissions, act, review evidence with the partner and use the review to improve the next action.
确认需求，商定责任与许可，采取行动，与合作伙伴共同审查证据，并利用审查结果改进下一次行动。