Probably all of us reflect. For those who do, being reflective can be an orientation to their everyday lives. For others, reflection comes about when the conditions in the learning environment are appropriate - when there is an incentive or some guidance (the conditions that favour reflection have been discussed in Chapter 13). This chapter, together with the next, focuses on the practical activities that will provide a context in which reflection can be encouraged. The activities are mostly no more than situations in which various conditions that favour reflection are accentuated or harnessed in a formalized manner, as they are, for example, in a learning journal. The activities are grouped for convenience according to these 'accentuated conditions'- though there will be much overlap.