Beryl Blaustone, “Teaching Law Students to Self-Critique and to Develop Critical Clinical Self Awareness in Performance”

This article presents a feedback process that will avert relationship damage before the learning process is irremediably disrupted. The feedback model consists of six stages driven by learning theory. Learning theory suggests that the feedback process should be structured as a source of learning, self-generated observations deepen and expand learning, self-assessment thrives in the face of feedback, and repetition anchors knowledge.

The six-step feedback model set out in this article is directed toward the clinical setting, an optimal space for the kinds of repetition and expansion that promote deeper learning.

Step One: the supervisor should allow the feedback recipient to identify the strengths of their performance.

Step Two: the supervisor should respond solely to the items raised by the feedback recipient. This reinforces the importance of and respect for the items brought up by the feedback recipient.

Step Three: the supervisor should identify other strengths of the performance.

Step Four: the feedback recipient identifies difficulties or areas needing improvement.

Step Five: the supervisor responds to the identified difficulties.Step Six: the supervisor indicates additional difficulties.

Beryl Blaustone, “Teaching Law Students to Self-Critique and to Develop Critical Clinical Self Awareness in Performance” (2006) 13:1 Clinical L Rev 143.