Teaching is described at three ascending levels: the memory level (thoughtless recall of facts, associated with Herbart), the understanding level (seeing relationships and forming generalisations, associated with Morrison), and the reflective level (open, problem-centred thinking, described by Hunt).

The reflective level is the highest of the three and it is inclusive, not exclusive. A class cannot reflect on a problem unless it already commands the facts of that problem and the generalisations that organise them. So everything the lower two levels yield, the reflective level yields as well, plus its own distinctive gain.

(i) Factual information is acquired. Reflective thinking begins only once the learner has gathered the data of the problem; facts are its raw material, not something it bypasses.

(ii) Generalized insight is acquired. The learner moves from the particular problem to the principle behind it, which is precisely the understanding-level outcome that reflective teaching deepens and applies.

(iii) Problem solving abilities are acquired, and this is the level's characteristic contribution. The class is placed before a genuine problem, forms hypotheses, tests them against evidence and defends its conclusions.

Hence all three outcomes follow, and the answer is (i), (ii) and (iii).