I will do my best to describe what I do! I issue my students with cards at the beginning of each class, they are instructed to keep all comments anonymous and I provide a box in class for them to post their cards in. At the end of each session I collect the cards, read them, and type up a summary. I then make some brief notes (typed) of what I think are the most poignant pieces to take forward. I issue the summaries and my response notes to my students prior to next class. Often their and my responses are classroom pedagogy related - sometimes with implications for me as a teacher, but more often than not they are relevant to a broader pedagogical issue (for example, equitable  assessment strategies). I then use the synthesized notes and my responses for two main purposes, (1) to get feedback upon, inform and develop my own practice, and (2) as ideas for further discussion of issues in class through class debate, or through a case study etc., so in this way they help to shape the content of future lessons. I always give students a prompt before they complete the exit cards so that we can "stay on topic" to some extent, as I am mindful of the need to complete what is laid down in curriculum. But in the few years I have been using them, I have found that by sharing my own reflections and ways I am adapting/changing/reinforcing my own practice really helps teacher candidates to see how this can be helpful to their own developing practice. It usually instigates a deeper level of thinking about what it means to teach, and a commitment to continuous development. I guess that in simple terms  I model that it is OK to keep on learning and developing!

we could use self assessment scale in the form of rubric.

we could encourage focus group discussion

Marysol, are you looking for ways to encourage this in teachers through a research study, through faculty development, or perhaps just as something integrated into the curriculum?

I use exit cards when I am teaching teacher candidates. As a self-prompt I always undertake to review the comments and feedback my response to the group in our next session. At the very least this prompts me to read them, this is turn usually instigates reflection. I have used it so often now it has become quite a comfortable and revealing process. It usually takes a couple of weeks to get e new group to buy into it enough to give me significantly formative and developmental feedback. I also use it to encourage discussion about reflection (what it is, how it can be used/disused etc.,) and also giving and receiving feedback. 

Thank you all for answering.

The research I'll do is focused on teachers learning by making them work together in a COP.The goal for this Commuity of Practice (COP) will be that they'll do a literature (?) research on how to give proper feedback on metacognitive level.

I am part of a team where most of the teachers (including me) need to learn to give feedback following the Pendleton Rules (Boor, Teunissen & Brand, 2011) . The idea is to stimulate the metacognitive learning of students by giving this kind of feedback about their practical assessment. We were used to the Sandwich method: a 'top' followed by a 'tip' and ending with a 'top' (Boor, Teunissen & Brand, 2011).

My interest though, is in the learning of the teachers. Maybe I will start a learning community on the subject, with teammembers who are interested. 

Meanwhile the main research will be to find out if the  Video-Intervisie-Peercoachingsmodel (VIP-model) encourage or stimulate the critical selfreflection of the teachers of this team. With this model teachers videotape the feedback conversations (Thurlings, 2012). In peer feedbackmeetings with 2-3 teachers they will watch the video and receive feedback on the way they gave the feedback to the student. In this way I hope they 'll learn how to reflect on their performance and find ways to do it right. They must feel safe and free to make a mistake. Most of the teachers don't like formal courses. They learn best informally. I am curious if any of you have experience on this kind of feedback and does it result in critical selfreflection?

Lorraine, I am curious about the exit cards, because you mention that you can recieve formatitve and developmental feedback. Can you describe it or sent a link?

I will do my best to describe what I do! I issue my students with cards at the beginning of each class, they are instructed to keep all comments anonymous and I provide a box in class for them to post their cards in. At the end of each session I collect the cards, read them, and type up a summary. I then make some brief notes (typed) of what I think are the most poignant pieces to take forward. I issue the summaries and my response notes to my students prior to next class. Often their and my responses are classroom pedagogy related - sometimes with implications for me as a teacher, but more often than not they are relevant to a broader pedagogical issue (for example, equitable  assessment strategies). I then use the synthesized notes and my responses for two main purposes, (1) to get feedback upon, inform and develop my own practice, and (2) as ideas for further discussion of issues in class through class debate, or through a case study etc., so in this way they help to shape the content of future lessons. I always give students a prompt before they complete the exit cards so that we can "stay on topic" to some extent, as I am mindful of the need to complete what is laid down in curriculum. But in the few years I have been using them, I have found that by sharing my own reflections and ways I am adapting/changing/reinforcing my own practice really helps teacher candidates to see how this can be helpful to their own developing practice. It usually instigates a deeper level of thinking about what it means to teach, and a commitment to continuous development. I guess that in simple terms  I model that it is OK to keep on learning and developing!

Lorraine, thank you for your bright explanation. This seems a nice way to self assess ones own practice, although maybe your audience will be different than mine, for I 'll have to 'seduce' (what is the right word?) my collegues into self-evaluation.. I am currently brainstorming and this one I will put on my list as an option to use as an example for a 'lesson' or workshop on 'how to give and receive feedback'...

One of my questions is what form of feedback are to measuring....written feedback for undergraduate, high school, grad students, or community college students in what type of courses? This may seem irrelevant but I suggest that feedback provided in a freshmen writing course or a freshmen lecture course would be very different than in a math (concrete) course or certainly a graduate course.  I think that measuring feedback approaches has to keep in mind the personalities of the instructor and their understanding of each student, to develop a single approach may be very similar to the Sandwich approach that tends to assume that all instructors and all of their students receive and grow using a singular approach.  I suggest a formula that provides components such as those used in Quality Matters that provide guidelines (http://www.slideshare.net/plbrownattccedu/writing-helpful-recommendations).  This approach is used for reviewing online couses, but works well with peer reviews of all kinds and may be adaptable to the research you are considering.  I hope this helps.

Pamela;The developmental feedback will be on a single practical performance : drilling a hole in a molar and fill it with a composite restauration of a phantom head. These are bachelorstudents in their 1st year from the dental hygienist programme. The form is mainly oral feedback and partly written.

Marysol, if you are interested in connecting with other researchers and practitioners about communities of practice for teacher professional development, you might check out CPSquare (www.cpsquare.org).  I am a member (the community is somewhat quiet right now), and also doing research on CoPs.  My Thesis is: Communities of Practice in Support of Teacher Professional Development.  

With regard to reflection, check out Clarke & Hollingsworth's change model:

Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967. doi:doi: DOI: 10.1016/S0742-051X(02)00053-7

Also, have you read Schon's "The Reflective Practioner: How Professionals Think in Action"?

Schön, D. A. (1983). The reflective practitioner: how professionals think in action. New York: Basic Books.

La auto reflexión del docente, considero, pueden existir dos maneras de comprenderse: el primero, para que la reflexión del docente se produzca debe permitir, con total madurez, permitir que sus colegas hagan comentarios a su actividad académica: el docente que pertenece a un área de conocimiento debe permitir que sus colegas lo juzguen, el docente debe permitirse escuchar a sus colegas. El segundo, el docente debe salir de un área de confort, el docente debe actualizar semestre a semestre o año a año las didácticas que usa, los recursos que utiliza para transmitir el conocimiento. Al docente aveces le cuesta salir de allí.

I love reflection. As a reflective person myself, I value any feedback given to me in whatever form. To be objective with feedback or self critical reflection what teachers can do is to create their own rubric based on the criteria they want to improve about their teaching and how students learn from it, it is better to ask their students to rate them. I wouldn't mind knowing how the rating are, and from whom but if the students feel threaten, just leave out the name.

I have done some teacher training and have noticed that not all teachers have the skills of encouraging reflexivity in their students. I would assist teachers to develop simple tools to encourage reflection.  In the past I have used mind mapping, Augusto Boal's image theatre and role play (by asking children/community members to role play a panel of experts to which the rest of the audience can pose questions.  Every now and again the experts become the audience and visa versa)  I also find that helping teachers to ask reflexive questions. The guru of this dialogic, reflexive approach is Paulo Freire.

 Barb, thank you for the article suggestion, I will check them out , the titles seem to fit my question quite well and the same is your thesis! 

For now I will search for them and scan them so there will be some radiosilence;)

Jane Burt, that is an interesting approach, do you have article or other material I can use to make this part of a 'training'?

Juan my spanish is elementary, but I managed to capture your message by google translate.It is therefore to get them out of their comfort zone without feeling threatened I 'm searching for tools to get them to reflect.

Masita: I totally agree!  I'll put it on the list of items I must investigate.

 I love your exit cards.

I immediately thought of the body of work as regards Action Learning in education. There are a few Australian leaders in that field and finding ways to systematise, standardise and normalise teachers using reflection as a development tool is well established there. I think a tool is one thing and then there is the orientation of the teacher/student. If the teacher is oriented to learning and developing themselves as a practitioner then it is all down to strategies for doing that. If, however, the teacher/students are not oriented to their development, accepting feedback and making use of it, then it is unlikely they will be open to it. So preparation of culture of receptivity is also of importance.

Cheers

One technique i love to use is making students sort out the questions and issues  they want to discuss in the class,and they should be relevant with the topic. The process of asking questions and the following discussion encourage the students to think creatively and help myself to reflect as well. 

As someone who prepared teachers for many years, I found that demonstrating reflectiveness in my own teaching achieved it in my students. Lorraine's suggestion for getting feedback to assess student learning and inform her own practice is an excellent example of one way to achieve those goals.

In the UK there is a growing trend for students and teachers to be trained up in something called Students as Active Learning Partners (SALP) that results in students observing lessons and giving feedback to teachers who have requested this, based on the work of Michael Fielding in the 1980s. Ref: SSAT. 2009. Students as Learning Partners London: Specialist Schools & Academies Trust . 

Geraldine I checked it out and it seems fine for teachers who are self confident. But in my case there are some teachers with emotional restistance which may be related to the innovations and the way we must work nowadays. They must feel safe when they get feedback. NIels I like the video peercoaching programme! I am reading about VIP (video intervision peercoaching) is it the same you offer?

I use Moodle with my students. In it, the tool tasks, whether online or not, can provide a rating (for which facilitates various scales: pass / fail, insufficient / sufficient / exceeds expectations, 0-10 ...) the student feedback mode feedback, and even identifying labels. Thus, I tell the student what is wrong justifying the response and also provided a possible alternative correct answer or what you needed to get the highest score.

To keep track of their thoughts, I use daily, where, also, you can provide feedback.

Dear Ana,thank you for your suggestion. Is Moodle safe because it's free ? My university is not to keen on using open source products. But the idea of students feedback through an online course is one I will keep in mind! Maybe it can be added to the existing blended learning envrironment we have.

One way is to get rid of the "red pen" when grading.  The red reflects a bad grade regardless whether an A or F grade.  In the feedback, remind students to answer who, what, when, why, where and how in their responses especially in written assignments. Finally rather than indicating what was done "wrong" ask reflective questions regarding the work submitted  which will encourage self reflection and will hep students improve in the next assignments.

As a teacher trainer, I ask teachers to reflect on their feelings and attitudes towards tasks, content, learning process they go through and usefulness of what is done. With my students, they also reflect and talk to each other about the same issues mentioned previously, and in teams they agree and write a proposal to improve, add, delete or change whatever they chose. I summarise  this information and promote online discussion so they can comment on their peers' insights.