Reflective skills can be difficult for students and they need the opportunity to practice them. They can be developed through learning logs and through peer and self-assessment (see Developing Reflective Skills). In reflection exercises students should be directed to ask specific and quantifiable questions, e.g. 'To what extent have I demonstrated an understanding of and a correct use of terminology and technical processes?' rather than 'Did I work well?' Students should also comment on any weaknesses they perceive and how they can act to improve their standards.

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Staff involvement should not be underestimated. Tutors need to support students in reflective practice. Feedback needs to be given to students immediately after the reflection process not days or weeks later. Constructive criticism from peers can be beneficial and reinforce views from tutors.

It should be explained to the students that developing skills in learning to learn will improve their efficiency in approaching future projects or problems. Their higher cognitive skills towards problem solving and resourcing information need to be continually developed to prepare them for the workplace.