Introduction Reflection involves momentous slip back into previous earning experience and developing inferences on the same in relation to already possessed knowledge. It’s a process of systematically evaluating past experiences constructively (Daudelin, M. W., 1996). Reflective thinking is the “active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it tends [that] includes a conscious and voluntary effort to establish belief upon a firm basis of evidence and rationality” (Dewey, 1933). It should be a habitual activity, an ongoing conversation with the self (although the conversation may, at times, include others) that moves hand in hand with the experience” (Goldsmith, 1995). Reflection is a cognitive process in which individuals delay their activity and think about what they are doing/saying and contemplate on their actions and choices. Reflection involves students’ thinking on a task, content or process of learning, including its wider context (mainly meta-cognition). It can be carried out before (planning), during (monitoring) or after the task (evaluating). Task-reflection thereby targets three separate yet interconnected goals at three different stages: at the planning stage task-reflection aims at developing the student’s capacity to plan ahead and to make informative decisions as to what he or she intend to do and what are his or her expectations and goals. This is an important stage in the development of personalized and self-regulating learning. At this stage students can address an array of issues ranging from learning styles, preferred environment to choice of topics. Planning ahead develops the students’ capacity to hypostasize, makes for the acquisition of problem-solving skills and prepares the students to set for themselves predetermined goals and tasks (Reid, 1993). At the monitoring stage, students can begin to address difficulties that they may have encountered along the way and deepen their understanding as to how to make informed planning. This stage enhances the students’ thinking about the learning process or specific task. At the evaluation stage, students can check their performance within a specific task, learn more about the learning process and identify. By task-reflection students take on an active role in their particular learning activities and attempt to consciously organize and control the learning environment and content. Student’s reflection is paramount for the development of a critical-evaluative attitude, independent thinking, and promoting skills for scientific reasoning. Responsibility is central here for the student begins to view himself from the perspective of an evaluator, or perhaps, from the teacher’s perspective, and therefore acquires the capacity to take the role of an (authoritative) “other” (Boud, 2001). Various academic literature form basis for evaluation and critical discussion of individual development process, plan and techniques employed. Much emphasis is however placed on individual reflective capability development. The style of writing, reflective processes, brainstorming tools, presentation techniques, approach used in collection of information will