UNIVERSITY OF THE PHILIPPINES College of Education EDFD 100: DEVELOPMENTAL PSYCHOLOGY Second Semester, SY 2012-2013

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Course Description Developmental Psychology is a course that focuses on the factors that affect growth, development, and learning of the individual from conception to old age. It examines the biological, cognitive, social, emotional, and moral aspects of development through various theories. Implications to education and guidance, which includes techniques for meeting diverse needs of children, youth, and adults, are discussed. Course Objectives: Upon the completion of this course, the student should be able to: A. Explain the essentials of developmental approaches (theories, models, researches) of physical/ motor, cognitive, language, psychosocial, and moral theories of developmental psychology; B. Evaluate the basic contributions of each approach and integrate the approach with real life examples; C. Illustrate how growth, development, and behavior is influenced by a variety of factors, including home, language, cultural/ societal values, and socioeconomic status; D. Analyze through reflection on own life span how the factors in the environment interface with various phases of and types of human development; E. Describe and discuss the basic stages of human development, and the major biological, cognitive, psychosocial, and moral characteristics of each stage; F. Demonstrate the ways in which students learn and are influenced by their developmental stages and identify areas of modification in order to best meet the needs of learners; G. Identify the implications of the developmental approaches, factors, and stages in education and guidance

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III. Course Content Activity ORIENTATION/ Introduction Activity REMINDER: START WORKING ON YOUR GROUP REPORT (due: January 8) FOUNDATIONS OF DEVELOPMENT Factors of Development Nature (Heredity): Genogram Nurture (Environment): Parenting & Identify Formation, Birth Order THEORIES/ PERSPECTIVES OF DEVELOPMENT Physical: Arnold Gesell Cognitive and Language: Jean Piaget, Jerome Bruner, Lev Vygotsky Moral: Lawrence Kohlberg, Nanc. Eisenberg, Martin Hoffman, Carol Gilligan (women) Psychosocial: Erik Erikson, Ellen Greenberger and A. Sorenson, Sigmund Freud (psychosexual), Kazimierz Dabrowski (emotional), Sullivan (interpersonal), emotional intelligence How Emotional Are You? Try answering online tests! BEGINNINGS OF LIFE Prenatal Development Fetal Senses and Prenatal Memory and Learning Very Early Parenting: Teratogens Birth and the Newborn Baby Childbirth: Stages, Pain, Complications, Psychological Aspects The New Born: New Born Screening, Birth Defects, Common Forms of Inheritance, Bonding and Soothing, Breastfeeding LIFE STORY PAPER NO. 1: INTRODUCTION FOCUSING ON FAMILY BACKGROUND AND BEGINNINGS OF LIFE (due: January 10) GROUP CONSULTATION/ SUBMISSION OF GROUP REPORT SUBMISSION OF INTRODUCTION PAPER FILM SHOWING ON GENETIC ENGINEERING & AN EVERYDAY MIRACLE INFANCY AND TODDLERHOOD: FIRST TWO YEARS (group 1) Physical, Cognitive, and Language Development: Development Milestones (i.e., object permanence) Psychosocial and Moral Development: Attachment Theories (Bowlbys and Ainsworths), Role of the Father, Factors that Affect the Quality of Relationship between Infant and Caregiver, Stranger Anxiety and Separation Anxiety, Temperaments (and factors that contribute to them [Chess and Thomas]), Temper Tantrums Developmental Issues and Implications to Parenting/ Teaching: Smart Babies, Early Separation, Parental Employment and Out-of-Home Care, Toilet Training, Movement Restraint LIFE STORY PAPER NO. 2: INFANCY AND TODDLERHOOD FOCUSING ON PHYSICAL AND COGNITIVE

Date Nov 15 Nov 20, 22, 27 Nov 29 Dec 4, 6

Dec 11, 13 Jan 8

Jan 10

Jan 15, 17, 22

DEVELOPMENT (due: January 24) Activity EARLY CHILDHOOD: TWO TO SIX YEARS (group 2) Physical, Cognitive, and Language Development: Conceptual Development and The Childrens Theory of Mind, Stages of Language Development (focus on the sequence, Browns) Psychosocial and Moral Development: Functions and Importance of Play; Mildred Partens Classification of Play, frustration/ aggression, fears and anxieties, jealousy/ rivalry, formation of self-concept and gender identification, self-concept, self-esteem, identity, and resilience to stressful environments Developmental Issues and Implications to Parenting/ Teaching: Obesity, Child Abuse/ violence in the lives of children (factors and effects), school readiness MID-SEMESTER MIDDLE CHILDHOOD: SIX TO ELEVEN YEARS (group 3) Physical, Cognitive, and Language Development: Handedness, Conservation, Decentration, Reversibility, Seriation, Horizontal Decalage, Developing Competent Learning and Critical Thinking, Learning Disabilities (Causes and Interventions) Psychosocial and Moral Development: Stages of Friendship, Features of Friendships and Peer Groups, and Heteronomous and Autonomous Morality, Developing Emotional Intelligence Developmental Issues and Implications to Parenting/ Teaching: Latchkey Children, Sports, Bullying, Effects of Familial Stresses such as divorce and poverty, Peer rejection LIFE STORY PAPER NO. 3: EARLY AND LATE CHILDHOOD FOCUSING ON MORAL AND PSYCHOSOCIAL DEVELOPMENT (due: February 14) ADOLESCENT: TRANSITION TO ADULTHOOD (group 4) Physical and Cognitive Development: Puberty, physical maturation (impact of early, late, and on-time maturation), Early and Late Formal Operations Stage, Sexual Behavior Psychosocial and Moral Development: Marcias Identity Formation, Peer Culture, Vocational Choice, CareerFactor Test, Establishment of Gender Identity, Idealism and Criticism, Adolescent Egocentrism, Imaginary Audience, and Personal Fable, Peer pressure and conformity Developmental Issues and Implications to Parenting/ Teaching: Teenage Pregnancy, Youth Activism, Juvenile Delinquency, School Dropouts, Late Maturation, Eating Problems, Depression and Suicide, Vices, Gay Lesbian Development: Coming out process EARLY ADULTHOOD (group 5) Physical and Cognitive Development: Adult Thinking, fulfillment theories, changes in measured intelligence, fluid intelligence, and crystallized intelligence Psychosocial and Moral Development: Attachment, Development and Phases of Love, Choices of Mate (Interpersonal Attraction Theory), Love Relationship, Marriage, factors to contribute to lasting love, personality traits that remain stable and those that change Developmental Issues and Implications to Teaching: Quarter-Life Crisis, The Unmarried, Divorce, Single Parenting LIFE STORY PAPER NO. 4: ADOLESCENCE AND EARLY ADULTHOOD FOCUSING ON CAREER DEVELOPMENT, GETTING MARRIED, AND RAISING CHILDREN (due on March 7) MIDDLE AND LATE ADULTHOOD Physical and Cognitive Development: Age-related Diseases (Alzheimers Disease, Dementia, osteoporosis, cataracts, etc.) and factors that contribute to them, Carl Jungs Theory of Adulthood, promoting intellectual vigor Psychosocial and Moral Development: Launching, Empty Nest, Sandwich Generation, Retirement, Styles of Successful Aging, Grandparenting, Widowhood, Remarriage, Dying (Stages of Adjustment and Ways of Dealing) Developmental Issues and Implications to Teaching: Mid-life Crisis, Facing Death, euthanasia FILM VIEWING ON AS TIME GOES BY AND THE END OF LIFE LIFE STORY PAPER NO. 5: CONCLUSION (due March 12) Submission of complete developmental life story Date Jan 24, 29, 31

Feb 5, 7, 12

Feb 14, 19, 21

Feb 26, 28 Mar 5

Mar 7 8 10

Mar 14

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Course Requirements/ Grading System* Regular and punctual attendance** 15% (less .5 per absence, less .25 per tardiness) Class participation/ expert presentation*** 35% (see oral presentation rubric) Life Story Papers**** 35% (less .5 per week for late submission) Compilation 15% * A grade of Inc. is only given to student who has a passing class standing, but fails to take the final examination or complete the requirement due to illness or valid reason. Otherwise, the student gets a grade of 5. ** 2 tardiness is equal to 1 absence; coming in late for more than 25 minutes is considered absence. When the number of absences exceeds 6 meetings, the student will be advised to drop the course. Those caught doing other things in class such as doing assignments in other class or sleeping in class will be automatically marked absent for that day. And please, turn your cellphone ringers off.

*** In the expert presentation, your group is expected to lead the discussion of a topic of your choice. Start working on this project as soon as the topic is assigned to you. You may use any audio/ visual material that you think will be useful and effective. The written report should be 8 to 10 pages long, following the APA format and is due a week before the first day of oral presentation. (See research project rubric for grading guidelines of the written report) **** The developmental life story is considered the major project. Regard it with utmost importance. (See guidelines) V. References
(2011). Lifespan development: infancy through adulthood. Wadsworth Cengage Learning. Ashford, J.B. (2006). Human behavior in the social environment: a multidimensional perspective. Baruth, Leroy G. (2007) Multicultural counseling and psychotherapy: a lifespan perspective Berk. L.E. (2011). Exploring Lifespan Development. Allyn & Bacon. Brown, C. (2008). Developmental Psychology. Sage. Craig, G.J. (2010). Understanding human development. Prentice Hall. Crain, W. (2005). Theories of development: concepts and applications. Crandell, T.L. (2009). Human Development. McGraw-Hill Higher Education. Current directions in developmental Psychology. Pearson: 2009. Dacey, J.S. (2009). Human across development across the life span. McGraw-Hill. Freiburg (2006). Human development. Forefront Book. Kail, R.V. (2010). Human development: a life-span view. Thomson/Wadsworth. Kaufman, A.S. (2006). Assessing adolescent and adult intelligence Forefront Books. Newman, B.M. (2009). Development through life: a psychosocial approach. Thomson/ Wadsworth. Papalia, D.E. (2009). Human Development. McGrawHill. (main library) Poole, D.A. (2007). The story of human development. Pearson/ Prentice Hall. Santrock, J.W. (2011) Essentials of life-span development. McGrawHill. Santrock, J.W. (2011). Life-span development. McGrawHill. Santrock, J.W. (2006). A Topical Approach to Human Development (3rd ed.) Boston: McGraw-Hill.

Sigelman, C.K. (2009). Life-span human development. Thomson/ Wadsworth. Thornton, S. (2008). Understanding human development: biological, social, and psychological processes from conception to adult life. Palgrave Macmillan. Wood, C.P. (2006) Developmental psychology in action. Blackwell. BF 721 W66. Van Ornum, W. (2008). Psychological testing across the life span. Pearson/ Prentice Hall. Zander, V. & Wilfrid, J. (2009). Human development. McGraw-Hill Higher Education. (Main Library) Note: Most of these references can be found at the reserved section of the U.P. College of Education library

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Instructor Information: Instructor : Email Address : Mobile Phone No. : Consultation Hours :

Prof. Lizamarie Campoamor-Olegario lizamarie_olegario@yahoo.com, lizamarie.olegario@gmail.com 09228972337 TTh (11:30 1:00 p.m., 2:30-530 p.m.) Sat (10:00 - 11:30 p.m.) Other days (by appointment) Office : Rm. 110 Mezzanine, College of Education * Any student in need of special accommodation should consult with the instructor
Academic Dishonesty Definitions Activities, that have the effect or intention of interfering with education, pursuit of knowledge, or fair evaluation of a students performance are prohibited. Examples of such activities include but are not limited to the following definitions: A. Cheating: using or attempting to use unauthorized assistance, material, or study aids in examinations or other academic work or preventing, or attempting to prevent, another from using authorized assistance, material, or study aids. Example: using a cheat sheet in a quiz or exam, altering a graded exam and resubmitting it for a better grade, etc. B. Plagiarism: using the ideas, data, or language of another without specific or proper acknowledgment. Example: copying another persons paper, article, or computer work and submitting it for an assignment, cloning someone elses ideas without attribution, failing to use quotation marks where appropriate, etc. C. Fabrication: submitting contrived or altered information in any academic exercise. Example: making up data for an experiment, fudging data, citing nonexistent articles, contriving sources, etc. D. Multiple submission: submitting, without prior permission, any work submitted to fulfill another academic requirement. E. Misrepresentation of academic records: misrepresenting or tampering with or attempting to tamper with any portion of a students transcripts or academic record, either before or after coming to the University of Pennsylvania. Example: forging a change of grade slip, tampering with computer records, falsifying academic information on ones resume, etc. F. Facilitating academic dishonesty: knowingly helping or attempting to help another violate any provision of the Code. Example: working together on a take-home exam, etc. G. Unfair advantage: attempting to gain unauthorized advantage over fellow students in an academic exercise. Example: gaining or providing unauthorized access to examination materials, obstructing or interfering with another students efforts in an academic exercise, lying about a need for an extension for an exam or paper, continuing to write even when time is up during an exam, destroying or keeping library materials for ones own use., etc.

* If a student is unsure whether his action(s) constitute a violation of the Code of Academic Integrity, then it is that students responsibility to consult with the instructor to clarify any ambiguities. (Source: Office of the Provost, 1996) - http://www.vpul.upenn.edu/osl/acadint.html

U.P. College of Education

Name: ________________________ Date of Presentation: ____________
Content Exceptional (4) An abundance of material clearly related to thesis; points are clearly made and all evidence supports thesis; varied use of materials Thesis is clearly stated and developed; specific examples are appropriate and clearly develop thesis; conclusion is clear; shows control; flows together well; good transitions; succinct but not choppy; well organized Very original presentation of material; uses the unexpected to full advantage; captures audience's attention Poised, clear articulation; proper volume; steady rate; good posture and eye contact; enthusiasm; confidence Student is completely prepared and has obviously rehearsed.
Shows a full understanding of the topic.

Oral Presentation Rubric Teacher: Prof. Lizamarie Campoamor-Olegario Title of Work: ___________________
Admirable (3) Sufficient information that relates to thesis; many good points made but there is an uneven balance and little variation Most information presented in logical sequence; generally very well organized but better transitions from idea to idea and medium to medium needed Acceptable (2) There is a great deal of information that is not clearly connected to the thesis Concept and ideas are loosely connected; lacks clear transitions; flow and organization are choppy Amateur (1) Thesis not clear; information included that does not support thesis in any way Presentation is choppy and disjointed; does not flow; development of thesis is vague; no apparent logical order of presentation

Coherence and Organization

Creativity

Some originality apparent; good variety and blending of materials/media Clear articulation but not as polished

Little or no variation; material presented with little originality or interpretation Some mumbling; little eye contact; uneven rate; little or no expression

Repetitive with little or no variety; insufficient use of multimedia Inaudible or too loud; no eye contact; rate too slow/fast; speaker seemed uninterested and used monotone Student does not seem at all prepared to present. Does not
seem to understand the topic very well.

Speaking Skills

Preparedness

Student seems pretty prepared but might have needed a couple more rehearsals.
Shows a good understanding of the topic.

The student is somewhat prepared, but it is clear that rehearsal was lacking.
Shows a good understanding of parts of the topic.

Audience Response

Involved the audience in the presentation; points made in creative way; held the audience's attention throughout Within two minutes of allotted time +/

Presented facts with some interesting "twists"; held the audience's attention most of the time Within four minutes of allotted time +/

Length of Presentation

Some related facts but went off topic and lost the audience; mostly presented facts with little or no imagination Within six minutes of allotted time +/

Incoherent; audience lost interest and could not determine the point of the presentation Too long or too short; ten or more minutes above or below the allotted time
Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Usually listens to, shares Collaboration Almost always listens to, shares with, and supports the with, and supports the with Peers efforts of others in the group. efforts of others in the Tries to keep people working group. Does not cause well together. "waves" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

U.P. College of Education

Name: ________________________ Date of Presentation: ____________
Criteria Content Coherence and Organization Creativity Speaking Skills Preparedness Audience Response Length of Presentation Collaboration with Peers Scorer 1

Oral Presentation Rubric Teacher: Prof. Lizamarie Campoamor-Olegario Title of Work: ___________________
Scorer 2 Scorer 3 Scorer 4 Scorer 5 Scorer 6 Total

Overall, the oral presentation is: (CIRCLE ONE) Exceptional . 1 Admirable . 2 Acceptable . 3 Amateur . 4 The strong points of the oral presentation are: Evaluator 1 Evaluator 2 Evaluator 3 Evaluator 4 Evaluator 5 Evaluator 6 The oral presentation can be improved by: Evaluator 1 Evaluator 2 Evaluator 3 Evaluator 4 Evaluator 5 Evaluator 6 Evaluated by: GROUP NO. _____ Teachers Comments:

Rubric for a Research Project

Student Name(s)_____________________________Final Grade________
Thesis/Problem/Q uestion Information Seeking/Selecting and Evaluating Student(s) gathered information from a variety of quality electronic and print sources, including appropriate licensed databases. Sources are relevant, balanced and include critical readings relating to the thesis or problem. Primary sources were included (if appropriate). Student(s) gathered information from a variety of relevant sources--print and electronic Analysis Synthesis Documentation Product/Process

Student(s) posed a thoughtful, creative question that engaged them in challenging or provocative research. The question breaks new ground or contributes to knowledge in a focused, specific area.

Student(s) carefully analyzed the information collected and drew appropriate and inventive conclusions supported by evidence. Voice of the student writer is evident.

Student(s) developed appropriate structure for communicating product, incorporating variety of quality sources. Information is logically and creatively organized with smooth transitions. Student(s) logically organized the product and made good connections among ideas

Student(s) documented all sources, including visuals, sounds, and animations. Sources are properly cited, both in-text/in-product and on WorksCited/WorksConsulted pages/slides. Documentation is error-free. Student(s) documented sources with some care, Sources are cited, both intext/in-product and on WorksCited/WorksConsulted pages/slides. Few errors noted. Student(s) need to use greater care in documenting sources. Documentation was poorly constructed or absent. Student(s) clearly plagiarized materials.

Student(s) effectively and creatively used appropriate communication tools to convey their conclusions and demonstrated thorough, effective research techniques. Product displays creativity and originality.

Student(s) posed a focused question involving them in challenging research.

Student (s) product shows good effort was made in analyzing the evidence collected

Student(s) effectively communicated the results of research to the audience.

Student(s) constructed a question that lends itself to readily available answers Student(s) relied on teacher-generated questions or developed a question requiring little creative thought.

Student(s) gathered information from a limited range of sources and displayed minimal effort in selecting quality resources Student(s) gathered information that lacked relevance, quality, depth and balance.

Student(s) conclusions could be supported by stronger evidence. Level of analysis could have been deeper. Student(s) conclusions simply involved restating information. Conclusions were not supported by evidence.

Student(s) could have put greater effort into organizing the product Student(s) work is not logically or effectively structured.

Student(s) need to work on communicating more effectively

Student(s) showed little evidence of thoughtful research. Product does not effectively communicate research findings.

Teachers Comments:

Guidelines for Research Project 1. Choose your own lifespan topic to investigate in depth

2.
3.

Write questions about the topic that you want to answer. Always include implications to parenting and teaching. Show multiple perspectives on the issue, discuss your personal experience relevant to the topic. 4. Have at least 5 key references (listed using APA format) aside from the references that I listed. Use psychological journals. Avoid popular media and esoteric sources as references. 5. Attach photocopy or print out of your references. 6. Obtain peer feedback from one groupmate on a draft of your paper. Attach the peer commentary on the paper that you will submit. The commentary should include minimum of five constructive suggestions. 7. Attach the rubric on top of your paper. It is where I will write your grade. 8. All papers must be original and written individually. Plagiarized papers will automatically get 5.0 9. Late papers will get .25 deduction per meeting day past the due date. 10. I do not accept emailed papers.

DEVELOPMENTAL LIFE STORY The purpose of this assignment is for you to establish your identity and personality and to enhance your knowledge on the human development concepts and theories by integrating them to your personal experiences. Gather as much information as you can from your personal memories, parents/ guardians/ relatives, older siblings, albums, medical, and school records. Do not limit yourself to the points/ framework that I provided. Each section should be typed, double-spaced, and at least two pages. You will be graded according to substance, insights, and effort given in reflection. Pictures and other materials that you want to add (which will be done towards the end of the semester) to personalize your project is not included in the minimum number of pages required. Include only the information that you feel comfortable sharing. All information written in the autobiography will be treated with utmost confidentiality. To avoid redundancy in the papers, plan under which heading you plan to put significant information about yourself. In each life stage, highlight the most significant persons or events and their contributions to your own learning and development. INTRODUCTION / REFLECTION ON FAMILY BACKGROUND AND BEGINNINGS OF LIFE (aids: autograph notebook, genogram, family constellation) Tell something about yourself. What qualities make you unique/ special? What are your best qualities and what are your worst qualities? What do you do to improve yourself? Write something about your parents, their occupation, and ages; about your siblings, course/ occupation and ages. How were you raised by your parents? What is their parenting style/s and how has/ have their parenting style/s influenced you? What can you say about your brothers and/ or sisters? What is your birth order? What is it like growing up in this particular family constellation? Are your parents married? Are they still married to each other? How does their relationship affect you? REFLECTION ON INFANCY AND TODDLERHOOD FOCUSING ON PHYSICAL AND COGNITIVE DEVELOPMENT (aids: physical development activity, online IQ test, multiple intelligence/ learning strength assessment, Cognitive Development Theories) What are the most significant things that happened to you during your infancy and toddler years? How have those events affected who you are today? When and where were you born? What was your height and weight at birth? What was your growth pattern from childhood to adulthood? How has your health been? What can you say about your general appearance? What physical traits are your strengths? How do you maintain those strengths/ advantages? What physical traits are your weaknesses? What do you do to improve yourself in your physical weaknesses?) Describe your cognitive development. How was your first experience in school and how has this experience affected you interest and performance in school work? How has your cognitive development affected your life? What are your cognitive strengths? How do you maintain your strengths? How do you maximize your brain power? What are your cognitive weaknesses? What do you do to improve in those aspects? Any plans to pursue further studies? Why? REFLECTION ON CHILDHOOD FOCUSING ON MORAL AND PSYCHOSOCIAL DEVELOPMENT (aids: moral dilemma activity, moral development theories, how emotional are you test, psychosocial development theories, emotional intelligence theory, online personality tests) What are the most significant things that happened to you during your childhood years? How have those events affected who you are today? What is your religious affiliation? Do you have the same religious affiliation as your parents/ guardians? How has your moral/ religious beliefs changed throughout your life? How important is your religious/ spiritual life? What can you say about your morality? What stage of development do you think you are in? What are your moral strengths? How do you maintain those strengths? What are your moral weaknesses? What do you do to improve in those aspects? What can you say about your emotional development? What are your emotional strengths? What do you maintain your emotional strengths? What are your emotional weaknesses? What do you do to improve yourself in your emotional weaknesses? Where were you born? Where did you grow up? What was it like growing up there? What are our positive experiences and negative experiences? How have they shaped you as a person? What is your socio-economic status? How has it contributed to your development? Why are you the person you are today? Whats your personality and temperament? You may also discuss your relationships with other people and how they have affected your development? How would you describe your level of happiness? What contributes to your level of happiness today?

REFLECTION ON ADOLESCENCE AND EARLY ADULTHOOD FOCUSING ON CAREER DEVELOPMENT AND GETTING MARRIED AND RAISING CHILDREN (aids: parenting styles, love relationships discussion, career factor test, career mapping) What are the most significant things that happened to you during your adolescence and early adulthood years? How have those events affected who you are today? Are you married? If not, do you intend to get married? At what age did you get married or plan to get married? Which do you prefer marry or not? Why? How would you describe your current intimate relationship (if married, with your spouse; if not married, with your boyfriend or girlfriend?) If you dont have a current intimate relationship yet, describe your ideal partner and ideal relationship. How do you picture yourself in that relationship? Do you have children? If so, how many and what are their ages? What is the most rewarding and most difficult aspect of raising children? If you do not have children, how many children do you hope to have? What age gap? Why? Do you want to have children? Why/ why not? What worries you most about having children? What kind of parent do you think you are going to be? What qualities of your parents do you want to retain and what qualities do you want to change? When you were younger, what kinds of careers did you think about? Are any of those ideas still possibilities? What is your current major? What do you hope to be doing after you graduate from school? What do you see yourself career-wise ten years from now? Who/ What has influenced you in your choice of career? Think of a middle-aged adult that you admire. CONCLUSION (aids: Marcias identity formation) As you read over your essays, what reactions do you have? What have you learned about yourself from doing this assignment? What do you think is your state of identity? Why? Has it helped you in enhancing your knowledge in developmental psychology? What was the best part of this assignment, and what was the worst part of this assignment? Note congruencies or interactions among the various facets of development. COMPILATION The effort you give and the creativity you put in the compilation of your essays will show how much you value the reflections you made. You may use any medium/ media that you feel comfortable using. You will be graded according to effort given and creativity. Happy compiling! Rubric Each paper is worth 10 points 10 - This paper is excellent, not only answering the questions, but also reflecting deeply about your own views and how they compare/contrast with class discussion and readings. You took time to think about the topics discussed in class and then expressed those thoughts in your paper. Then, you took time to express how the topics discussed in class can be implemented in your class, or in your life. 8- This paper answers the questions and is well presented. It is overall complete, although you may have been able to go into more depth or incorporate readings/discussions more. 6 Your paper addressed the question, but not in depth and did not show as much reflection as was expected. You had a very busy weekend. You took time to think about the topics discussed in class and then expressed those thoughts in your paper. 4 You addressed the questions but gave no evidence or insights. 2- You hastily threw this paper together not really addressing the question. But hey, you got something in. You wrote something. But it was unclear what you wrote about. It had something sort of to do with class. Thanks for handing something in. 0- Your paper was not completed. You probably went camping and forgot all about it.