About the framework
Eyler, Giles, and Schmiede’s (1996) 4 Cs framework outlines the four principles for ensuring an effective reflection strategy. The 4 Cs explain that good reflection is continuous, connected, challenging, and contextualized. Eyler and Giles (1999) later add a fifth C—coaching—to the framework to emphasize that student reflection is developed through feedback from their instructors.
Types of reflection
Continuous
- Woven into an entire course or experience rather than a one-off exercise
- Must be carried out throughout the duration of a course in order to be effective
Challenging
- Asking questions that challenge student’s pre-existing knowledge and assumptions, causing them to reflect more deeply
- Asking questions that may push some students outside of their comfort zone – while maintaining a respectful environment
Coaching
- Coach students throughout reflection activities in order for them to improve
- Many students do not know how to differentiate between academic writing and reflective writing and benefit from feedback from their instructors
- Also involves providing emotional support to students throughout the CEL experience
Connected
- Helps students make connections between their academic learning and experiential learning
- Beneficial student learning is dependent on a student’s ability to make connections between the academic/theoretical learning and what they have experienced in the community
Contextualized
- Reflections are relevant and meaningful to the students’ experiences
- This includes basing a reflection strategy on the number of students, type(s) of CEL being pursued, level of student (e.g., first-, second-, third-, fourth-year undergraduate; graduate), length of course, etc.
References
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Eyler, J., Giles, D.E., & Schmiede, A. (1996). A practitioner’s guide to reflection in service-learning. Vanderbilt University: Corporation for National Service.
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Eyler, J. S. & Giles, D.E. (1999). Where’s the learning in service learning? San Fransisco: Jossey-Bass.
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Hatcher, J.A., Bringle, R.G. & Muthiah, R. (2004). Designing effective reflection: What matters to service-learning? Michigan Journal of Community Service Learning, 11(1), 38-46.
