The most effective service-learning reflection requires students to continuously think about their service experience.
Many factors help determine which types of reflection exercises to use, including faculty preference, class size and the demands of other class assignments. In an ideal situation, reflection takes place at multiple points in the semester, especially if students participate in the service experience throughout the duration of the course. If the service experience is a one-time project, it is helpful to do an introductory reflection exercise (case study, discussion) before the service takes place, and a final reflection after the service is completed.
Reflection allows students to demonstrate what they have learned from the service experience.