Reflections

Reflection on Critical Friend Feedback: Insights from the Classroom

In the context of this course, the critical friend feedback model plays a key role in fostering reflective practice and collaboration. After yesterday’s lecture, students provided thoughtful feedback about the model itself, which opened up new insights. They appreciated the overall structure but found the “sandwich” format—positive, negative, positive—less academic. They valued the critical friend’s task of summarizing the project as a way to align mental models, but they questioned the need to highlight strengths before moving on to areas for improvement. This reflection explores these insights and their implications for teaching.

Mental Models and Feedback as a Tool

The students recognized the value of aligning mental models between the author and the critical friend. What was particularly interesting was their realization that a misalignment in understanding could be a feedback tool in itself. If the critical friend misinterprets a project, it could indicate unclear communication on the author’s part, or it could reflect biases the critical friend brings into the review. Often, it’s a combination of both.

When such discrepancies arise, it serves as a red flag for the author to reflect on their messaging. Is the project’s purpose clear enough, or has it been clouded by assumptions and biases? This realization allows students to view feedback not as criticism but as a way to refine and clarify their work.

The Role of Strengths in Long-Term Development

Students also expressed that they didn’t see the need to list strengths before moving to areas for improvement. Their focus was on outcomes—“Tell me what I did wrong, and I’ll fix it.” This approach is outcome-driven, but it overlooks the value of recognizing and reinforcing strengths. Positive feedback serves as validation, consolidating good practices and helping students build an identity around their strengths.

If students only hear what’s wrong, their strengths may not become internalized, and these areas of excellence can fade over time. Repeated feedback on strengths encourages students to cultivate their best skills, which not only improves individual performance but also enhances their ability to function effectively in collaborative projects. Strengths, in this sense, are part of the process that leads to better outcomes.

Balancing Outcomes and Processes

The students’ feedback indicates that they are focused on outcomes, but it’s important to emphasize that processes, including feedback on strengths, are equally critical. Recognizing what you do well builds confidence and helps shape future work. The goal of the critical friend feedback model is not just to point out errors but to foster a long-term growth mindset where strengths and weaknesses are addressed together.

Moving Forward: Will I Change the Format?

Will I adjust the format for next year? While I understand the students’ focus on outcomes, I believe maintaining a balance between positive and negative feedback is essential. Highlighting strengths helps students form a professional identity and reinforces good practices that are vital for long-term success.

In conclusion, the critical friend feedback model will remain balanced, providing students with both the validation of their strengths and the insights to improve. The goal is to support students not just in the present but as they develop the skills and identity necessary for their future careers.

References to explore this further:

• Costa, A., & Kallick, B. (1993). Through the lens of a critical friend. Educational Leadership, 51(2), 49–51.

• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.

• Curtis, G., van Driel, B., & Klaassen, K. (2013). Reflection through critical friendship: Promoting growth of teachers. Frontiers in Education. https://www.frontiersin.org/articles/10.3389/feduc.2013.00178/full

• Fook, J. (2015). Reflective practice and critical reflection. In E. Cox, T. Bachkirova, & D. Clutterbuck (Eds.), The complete handbook of coaching (pp. 441-453). SAGE Publications.