The SLICC framework, a self-directed experiential learning and reflection framework, is designed to help students develop skills required to succeed in the volatile, uncertain, complex, and ambiguous (VUCA) world. SLICCs offer a structured yet flexible way for students to take ownership of their learning through personalized learning experiences, reflection, and evidence-based assessment. At its core, SLICCs cultivate metacognition or the ability to plan, monitor, and evaluate one’s learning by prompting students to:
- Define meaningful learning goals aligned with personal, academic, or professional goals.
- Engage in cycles of reflection and feedback throughout the term.
- Collect and curate evidence that demonstrates growth and achievement.
- Develop authentic, reflective, and transferable learning practices.
Why Metacognition Matters
Metacognition, or thinking about one’s own thinking, sits at the heart of the SLICC framework. It enables students to engage deeply with their learning process to ask:
- What am I trying to achieve?
- What skills or mindsets am I trying to develop?
- How am I progressing?
- What am I learning about myself as a learner?
Incorporating SLICCs into a course creates intentional opportunities for students to engage in this kind of thinking. Through setting their own learning goals, documenting progress, and reflecting on challenges, students learn to identify growth, understand where they need support, and consider how their experiences connect to larger academic or professional contexts and personal goals.
At the University of Waterloo, this emphasis aligns with many of our university-wide priorities including the Future Ready Talent Framework, the Graduate Degree Learning Expectations (GDLEs), and the Undergraduate Degree Level Expectations (UDLEs) by helping students practice skills such as adaptability, communication, and reflection. These skills help prepare students for complex, changing environments, as they enter the workforce or other academic pursuits.
The SLICC Framework and Learning in the Age of AI
As GenAI technologies continue to advance rapidly, it becomes increasingly challenging to GenAI-proof assignments. The SLICC framework helps address this challenge by inviting students to remain actively engaged and intrinsically motivated in their learning. In a context where GenAI can generate answers, summaries, or even “reflective” writing, the SLICC framework emphasizes the value of process, evidence, and growth while encouraging students to challenge themselves by stepping out of their comfort zones. Students aren’t just asked to describe their learning; they must demonstrate it through curated evidence and critical reflection.
By undertaking projects rooted in personal, career, or community contexts, students are motivated by engaging in a project that they have built and have a personal investment in. This engagement makes their work more meaningful, and students may feel less inclined to shortcut their learning with GenAI. Through the student’s reflection and evidence trail, instructors, in turn, can see the learning process rather than simply the final product. Importantly, the SLICC framework allows for instructors to decide whether GenAI has a place in their courses for students to use in a purposeful way. Instructors are encouraged to have transparent conversations with their students about GenAI use in the course (see CTE Teaching Tip: Conversations with Students about GenAI Tools). Establishing expectations helps promote transparency and academic integrity, and that students develop skills independently rather than outsourcing core learning goals to GenAI.
Where the SLICC Framework Makes Sense
When considering whether to integrate the SLICC framework into your course, it’s important to reflect on the broader purpose of the course itself. SLICCs are particularly well-suited for courses that allow students to exercise a degree of control and autonomy over their learning. Examples where the SLICC framework have been effectively adapted are practicum courses, capstone projects, major project-based courses, entrepreneurship courses, or courses that involve volunteer work, service-learning, self-directed learning, internships, work experiences, or research projects. Because the framework emphasizes reflection, evidence collection, and self-defined learning goals, they are especially well-suited to environments where students can engage authentically.
Integrating the SLICC framework allows for flexibility and could comprise the full course or a component of a course. They are generally less appropriate in highly content-heavy courses or ones with rigid curricular structures that limit students’ ability to shape their own learning pathways.
Strategies for Embedding the SLICC Framework into Your Course
1. Start with Learning Goals
Invite students to create personalized learning goals that connect the course’s overarching learning outcomes to their own academic, professional, and personal development. Within the SLICC framework, these goals are structured around five dimensions of learning: 1) analyze, 2) apply, 3) develop and demonstrate skills, 4) recognize and develop mindsets, and 5) self-evaluate.
Encourage students to define goals that reflect both what they aim to learn (their understanding of a topic or context) and how they intend to learn (their process, mindset, and skill development). Instructors can provide examples to illustrate how these goals bridge disciplinary content with applied or experiential learning.
As students develop their personal learning goals, prompt them to:
- Identify the topic or focus of their SLICC and how they will investigate it (Learning Goal 1 – Analyze)
- Articulate the skills and attributes they will apply, develop, or improve throughout their project (Learning Goal 2 – Apply).
- Select a focused area of skill development, such as communication, autonomy, or research, and provide evidence of progress (Learning Goal 3 – Develop and Demonstrate Skills).
- Reflect on the mindsets and attitudes that shape their learning, such as curiosity, resilience, or engagement (Learning Goal 4 – Recognize and Develop Mindsets).
- Plan how they will evaluate and critically reflect on their learning journey and evidence of growth (Learning Goal 5 – Evaluation).
2. Design for Reflection Throughout
Metacognition grows through iterative reflection. Build reflection points throughout the course, ensuring that they reflect before, during, and after major milestones. Ask students to plan their approach early on: What strategies will I use? What challenges might I face? How might I address these? How will I develop the skills I need? Midway through, prompt them to evaluate progress and adjust their plan.
Using our PebblePad SLICC workbook allows students to document this evolving process and share evidence easily.
3. Emphasize Evidence of Learning
Encourage students to provide evidence of their learning process by collecting authentic evidence such as emails, meeting notes, design drafts, photos, or peer feedback that captures how learning unfolded. This evidence grounds reflection in real experience, making it tangible and verifiable. It also builds students’ confidence in articulating their learning to others.
4. Prioritize Feedback Opportunities at the beginning of the Course
While it is not necessary or even possible to provide feedback for every reflection, providing formative feedback early in the SLICC process ensures that students are able to act on this feedback and apply it within their learning experiences. Use guiding questions: How effectively does this reflection demonstrate growth? What might deepen your insight? Other guidance can be found in our Instructor SLICC Support Guide. This approach reinforces metacognitive development and models the kind of feedback students can later self-generate.
Key Takeaways
- The SLICC framework operationalizes metacognition by helping students articulate, monitor, and evidence their learning.
- While GenAI challenges traditional assessment models, the SLICC framework focuses on the human dimensions of learning, curiosity, agency, and reflection.
- Integrating SLICC principles into a course can make learning more intentional, adaptable, and future-ready.
Support
If you would like support applying these tips to your own teaching, the SLICC Team is here to help. Connect with us at SLICCs@uwaterloo.ca
Other Resources
- SLICC Overview
- SLICC Instructor Toolkit
- SLICC Student Toolkit
- CTE Teaching Tip: Teaching Metacognition
- CTE Teaching Tip: Critical Reflection
References
Bovill, C., Cook-Sather, A., Felten, P., Millard, L. & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education 71, 195–208.
Derby-Talbot, R. & Wonham, M. (2023). Questions beyond majors: developing mental maturity in students. Times Higher Education.
Levy, A., Levy, S. & Dewar, N.R. (2021). SLICCs: A supportive experiential space where students can flourish. Teaching Matters Blog, University of Edinburgh.
Riley, S. & McCabe, G. (2017). SLICCs: Learning and Teaching Beyond Disciplinary Silos. Teaching Matters Blog, University of Edinburgh.
Speirs, Neil M., Riley, S. & McCabe, G. (2017). “Student-Led, Individually-Created Courses: Using Structured Reflection within Experiential Learning to Enable Widening Participation Students? Transitions Through and Beyond Higher Education. Journal of Perspectives in Applied Academic Practice 5(2), 52-57.
This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Embedding the SLICC Framework in Your Course. Centre for Teaching Excellence, University of Waterloo.