THE REFLECTIVE STUDENT

     Learners do not just receive information only at the time it is given; they absorb information in many ways, often after the fact, through reflection. More often than not, the most powerful learning happens when students make conscious efforts by self-monitoring or reflection on what they had been taught. There are many ways to reflect, reflection may occur individually, in groups, in teaching discussion or even during student-to-student dialogues.

     Critical thinking and reflective thinking are often used synonymously in this subject. Critical thinking involves those cognitive skills or strategies that increase the drive for a desirable outcome. Thinking is a purposeful, reasoned and goal directed act, it involves solving problems, formulating and making decisions.

     Reflective thinking on the other hand is a part of critical thinking process referring specifically to the process of analyzing and making judgment about what has happened. Learners are aware of and control their learning by actively participating in reflective thinking that is assessing what they know, what they need to know and how they bridge the gap during learning process.

     In summary, reflective thinking is most important in prompting learning during complex problem solving situations, because it provides students with an opportunity to step back and think how they are actually solving problems and how a particular set of problem solving strategies is appropriated for achieving their goal. It helps in propelling student from surface to deep learning that include a range of activities (.i.e. self-review, peer-review and personal development planning). It also challenges student to develop high level of thinking and problem solving skills. More so, it raises student awareness of social structures surrounding their environment as well as exposing them into a transforming experience of genuine learning with regards to individual values and goals.