UOW Milwaukee Human Development Throughout The Lifespan Paper

It’s a 5-6 pages essay. It is for the final so it need to be organized and perfect ( no grammar mistakes or something like that ).

The class is “lifespan and human development”. There is list of topics that you can choose whatever want from it.

Please check the attachment and if you have any questions about it you can ask.

Final Reflection Project Topics

Due Tuesday, May 12 no later than 9:30 a.m.

(Late projects will not be accepted)

*You may have other topics we covered that are not on this list.

• Stages of Pre-Natal Development
• Issues in Developmental Psychology
• Biopsychosocial/spiritual Model
• Bronfenbrenner’s Ecological System’s Theory
• Experience with Group Lead Chapters & Peer Review
• Experience with Support Team Check-Ins and Summaries
• Early Theories (Preformationism, Locke, Rousseau)
• Research Methods used in Developmental Psychology
• Cross Cultural Perspectives on Life Span Development
• Gesell’s Maturational Theory
• Ethological Theories
• Montessori’s Educational Philosophy
• Lisa Mullaney, guest speaker on Waldorf Education & Rudolf Steiner
• Werner’s Organismic & Comparative Theory
• Epigenetics, Biohacking, Neuroplasticity and Life Span Development Today & Future
• Positive Psychology, Blue Zone Research, Flourishing Wheel Project, Vitality scores, PERMA tests (authentichappiness.com)
• Piaget’s Cognitive Developmental Stages
• Kohlberg’s Stages of Moral Development
• Behaviorism and learning theories (e.g. Pavlov, Watson, Skinner)
• Your experience writing your Mid-Term paper
• Bandura’s Social Learning Theory
• Erikson’s Psychosocial Stages
• Joan’s 9^th Stage
• Lars’ Gerotranscendence
• Vygotsky (e.g. ZPD, Scaffolding, etc.)
• Freud’s Psychosexual stages and psychoanalytic theory
• Schachtel on Childhood experiences
• Carl Jung
• Guest Speaker on art therapy and grieving, development – Lindsay Loewe https://www.collaborativewellnesswi.com/lindsay-loewe
• Guest Speaker Dr. Joe Hatcher April 30^th
• Grieving Well Podcast
• Alice Herz-Sommer Video
• Phoenix Rising Lecture (coming soon)
• Your final chapter, chapter 18 – Humanistic Psychology & Developmental Theory
• Final Reflection Project

  Due Tuesday, May 12 no later than 9:30 a.m.

  (Late projects will not be accepted)

   

  Aristotle’s Three Golden Rules to Hacking a Great Project
  Remember what we talked about in the beginning of the semester?
  Follow these three golden rules when writing, speaking, or presenting:

  1. First tell your audience what you’re going to tell them
     1. Engaging introduction, this is your ‘opener’ – make it catchy
     2. Provide direction as to what to expect
     3. Strong thesis statement
  2. Then tell them
     1. Body and content of your project must support thesis statement
     2. Build your case with organized key points (headings, sub-headings)
     3. Tell them why these key points are important and relevant
  3. Tell the audience what you just told them
     1. Make your conclusions relating back to your thesis statement
     2. Review your salient points
     3. Future outlook and call to action if necessary

   

  Final Reflection Project Overview

  Please read the detailed information in its entirety so you know exactly what is expected of you to finish this semester strong. This is 15% of your final grade.

   

  Based on the class vote, there will be no cumulative final examination and the final reflection project (either a paper or narrated presentation) will take its place. 92% of the class voted for this option. While this may take the place of the cumulative final, it still needs to cover the information from the entire semester (“cumulative”). You are asked to write or present about a minimum of FIVE topics we covered in this class. You can select more than five topics.

   

  Please follow these guidelines:

  • Follow Aristotle’s Three Golden Rules
  • Follow the RUBRIC. See the Rubric section below.
  • Have FUN with this. This is more of a creative project. You can include graphs, images, drawings, pictures, collages, etc. Creativity and innovative thinking are a graded criterion in your Rubric.
  • Select whether you will write a reflection paper or narrated slide presentation. Your choice. Your selection needs to be ‘your personal best’ way to express what was meaningful to you (at least five topics) this semester. The presentation uses the same structure as the paper except narration will guide the reader more than written paragraphs. Typically, good presentations include organized key words and phrases with images.
  • Start with a “Catchy” Introduction and remember your Thesis Statement. This is a graded criterion in your Rubric.
  • This project must be reflective. Listing the topics will not be enough and result in a poor grade. This is why it is important to understand exactly what ‘reflection’ means in this project. Reflective thinking skills and analysis require an in-depth analysis of your learning experience, learned topics, processes, and implications for future learning and applications. The value of the learning experience from the topics, others, and teachers involved are expressed while analyzing the value and appreciation for the discipline (in this case, Developmental Psychology).

  Do not simply outline or summarize the material we covered. Reflection projects need to express what the material means to you. They take a personal approach (you can use first person singular but please stay away from slang and colloquial language), express thoughts, dive deeply into the topic, analyze, make connections, define and interpret main concepts and theories you learned, express your views by using real-life examples, and evaluate the relevance of the course and topics learned. *Hint: While this is a more personal project, successful reflection projects refrain from being overly emotional and continue to incorporate critical thinking skills. This is a graded criterion in your Rubric.

  • When writing your paper or presenting your slides, consider the following reflections to get you started in selecting your topics. You don’t have to answer all of these questions. They hopefully will spark some ideas.
    1. What have we studied that is interesting?
    2. Why are these topics memorable?
    3. What new things have I learned?
    4. How has my learning affected preconceptions or misconceptions I brought with me into class?
    5. How does my learning affect my view of the world and the universe?
    6. Will, what I have learned change my behavior in the future?
    7. What topics did I most resonate with? What topics did I most struggle with? What topics do I wish to dive deeper into in the future?
  • APA format. Your project needs to include the following APA formatted sections:
    1. TITLE page
    2. REFERENCE page (must have minimum of THREE resources, yes lecture and your text can count).
    3. WITHIN TEXT CITATIONS. Any direct quotes, statistics, and content taken from references not in your own words needs to be cited within the text as you have been doing all semester.
       *Those are the APA requirements and are a graded criterion in your Rubric. Otherwise, you have creative freedom.
  • Length of Project. The length of the paper is probably a minimum of 5 pages (NOT including your title and reference page) and if you selected the presentation, 10-15 slides. This is not set in stone. The author, you, needs to cover a minimum of five topics with a strong introduction and conclusion. Each reflective topic should be at least one paragraph in the paper or two slides in your presentation.

   

   

   

   

  Rubric

  Criteria	Exceeds Standards “The Wizard”   9-10 points	Meets standards “The Champion”   6-8 points	Approaching expectations, nearly meeting the standards “Emerging Potential”   4-5 points	Does not meet standards, missing the mark “The Beginner”   2-3 points	No evidence of progressing or learning “Below Basic Candidate for Mentoring”   0-1 points
  Introduction & Thesis Statement	Student adheres to “golden rule #1” and engages the audience immediately with a catchy introduction and strong clear & concise thesis. The reader is engaged and knows exactly what to expect.	Student adheres to “golden rule #1” and engages the audience with a well put together introduction and thesis. The statement may not give insight into how the project will be laid out or discussed, however.	The introduction is general, could be more engaging, and the thesis statement merely gives an idea of what the project will be about, but the author does not clearly state it.	The introduction and thesis statement are unfocused and not clear.	Shows no evidence of learning or progress in this area.
  APA Format	Title Page, Reference Page, and Within Text Citations are properly formatted.	Title Page, Reference Page, and Within Text Citations are formatted with some errors.	Title Page, Reference Page, and Within Text Citations are not properly formatted with many errors at a distracting level.	Title Page, Reference Page, and Within Text Citations are not formatted in a recognizable APA format.	Shows no evidence of learning or progress in this area.
  Syntax, Grammar, & Mechanics	No errors in punctuation, capitalization, and spelling. Articulate and skillful communication with clarity, and fluent language.	Almost no errors in punctuation, capitalization, and spelling. Language is straightforward and generally conveys meaning to the audience.	Many errors in punctuation, capitalization, and spelling. Basic language skills.	Numerous and distracting errors in punctuation, capitalization and spelling. Language and communication skills often impede on meaning.	Shows no evidence of learning or progress in this area.
  Organization & Structure	Clear organization and structure that guides the reader along the entire project with smooth transitions from one paragraph or slide to the next and invites the reader all the way to the conclusion where all loose ends wrap up. The organization is structure is in logical order and maintains interest.	Clear organization and the details are in logical order but may be presented in less interesting ways with more clunky transitions and does not lead the reader towards a strong conclusion.	There are significant lapses in organization. The structure is not particularly inviting, and details are inconsistent with logical order and can be distracting. The lead towards the end is lacking.	Poor and hard to follow organization. There is no clear beginning and ending in the structure. Evidence and resources don’t support the flow. The reader is left to guess and fill in the gaps. The paper or presentation may be too brief.	Shows no evidence of learning or progress in this area.
  Reflection skills, making connections, and personal learning	Shows depth of knowledge, understanding, learning, analysis, and reveals personal experiences, uses specific details. Includes exemplar analysis (e.g. evaluates how the topics were presented in the text, by groups, or in lecture). Multiple connections between this learning experience and other courses, past learning, life experiences, and or future goals.	Relates learning topics with research and this project, uses personal and general reflections. The student meets standards in making connections and analysis.	Does not go deeply in the reflection of learning, more generalized with limited insight, uses some detail. Shows little to no analysis and connection skills.	Little or no explanation or reflection on learning, no or very few details to support reflection. Shows little to no analysis and connection skills.	Shows no evidence of learning or progress in this area.
  Minimum of Five Key Reflective Topics	Student selects a minimum of FIVE different reflection topics from various times in the semester.	Student selects a minimum of FIVE different reflection topics but does not demonstrate a timespan of the semester (e.g. only selects topics from last few weeks).	Student only selected THREE-FOUR reflection topics, or the topics are not different enough to be considered separate topics.	Student only selected ONE – TWO different topics.	Shows no evidence of learning or progress in this area.
  Self-Awareness	Student demonstrates an advanced level of awareness of his/her/their own personal bias, cultural influence, group and support team commitment, and self-responsibility for experiences (e.g. personal, academic, relational). Self-awareness is recognizable in this project.	Student demonstrates an adequate level of awareness of his/her/their own personal bias, cultural influence, group and support team commitment, and self-responsibility for experiences (e.g. personal, academic, relational). Self-awareness is recognizable in this project.	Student demonstrates a minimal level of awareness of his/her/their own personal bias, cultural influence, group and support team commitment, and self-responsibility for experiences (e.g. personal, academic, relational). Self-awareness is not easily recognizable in this project.	Opinions are expressed in this project without self-awareness of personal bias, cultural influence, and group and support team commitment or lack of commitment.	Shows no evidence of learning or progress in this area.
  Creativity	Extends concepts and ideas into innovative thinking or creates new ideas that cross disciplines and boundaries. Student uses images, graphs, drawing, etc. to guide the audience. Inquiries, new ideas, and possibly even new knowledge is proposed.	Is able to synthesize and connect ideas into a coherent whole with experimentation towards innovative thinking (e.g. novelty or uniqueness) Includes images.	Student comes short of meeting expectations in this criterion with little unique ideas, inquiries and images.	Little effort towards innovative thinking, novel ideas, inquiries, and no images.	Shows no evidence of learning or progress in this area.
  Evidence & Resources	Information is collected from a minimum of THREE resources with citations within the text, proper referencing in the reference page, and offers interpretations and analysis. This level goes above and beyond expectations by also comparing and contrasting viewpoints from different experts and resources on one or more of your selected topics.	Information is collected from a minimum of THREE resources with citations within the text, proper referencing in the reference page, and offers interpretations and analysis. This level does not compare and contrast viewpoints.	Information is collected from TWO resources with citations within the text, proper referencing in the reference page, and offers interpretations and analysis.	Information is collected from ONE resource with citations within the text, proper referencing in the reference page, and offers interpretations and analysis.	Shows no evidence of learning or progress in this area.
  Conclusion	Student adheres to golden rule #3 and engages the audience into “what was just said” reinstating the thesis and why this project was important to hear/read. This exemplar level also restates personal learning in this course.	The conclusion works well with wrapping up the project.	The conclusion does not adequately restate the learning experience, thesis statement, and is more generalized in wrapping it up.	Incomplete/or unfocused.	Shows no evidence of learning or progress in this area.