Reflective practice is an important aspect of life-long learning and a key skill for professional engineers. At Massey University there is a series of project-based learning courses designed to develop professional skills including reflection. At the end of project courses students write a reflective report summarizing the skills they have developed and identifying areas that they wish to work on in future courses. In first year, reflection can be challenging for students, and it can take some time for them to develop the ability to reflect on their experiences. To try and facilitate students to have more practice reflecting in first year, a new method of teaching reflection was developed. This new approach was based on Kolb’s experimental learning cycle and Gibbs’ reflective cycle. An active learning activity was developed and delivered in-person in 2020 which consisted of the marshmallow challenge. Due to lockdown an online version was developed in 2021 where teams participated in a virtual scavenger hunt. These activities allow the students to identify areas around planning, communication and idea sharing which could be improved. The in-class activity is followed by a group reflection to promote cooperative learning. Students were then expected to reflect individually and pool the group and individual reflections to form the basis of a reflective report. This active learning approach to teaching reflective practice appears to be very effective. Since this approach was adopted, the reflective reports have been more genuine and reflection has occurred at a deeper level.