Essay on Applying the Double-Loop Reflection Process
Assignment Instructions

Applying the Double-Loop Reflection Process
Overview

Your goal for this assignment is to demonstrate meta-understanding of learning theories with regard to adult biopsychosocial development and growth.

Instructions

For this assignment, imagine you are teaching a course (your choice of subject) for adult learners of varying ages—your youngest learner is 27, and the eldest is 74. Describe how you would use your knowledge of the double-loop reflection process and of aging cognition to design learning activities for your class that would facilitate maximum learning for everyone. In your description, include the factors you need to take into consideration. Be certain to reference theories and concepts to support your decisions.

In developing your written assignment, present at least one well-developed paragraph for each of the main points and at least two paragraphs that discuss the reasons for contradictory research. Include an introduction and conclusion.

Additional Requirements

· References: 3-4 references that Support your assertions with references to current, scholarly resources. You may use your texts as additional references.

· Written communication: Written communication is free of errors that detract from the overall message.

· APA formatting: Resources and citations are formatted according to current APA style and formatting guidelines.

· Length: 2–3 typed, double-spaced pages.

· Font and font size: Times New Roman, 12 point.

RUBRIC

CRITERIA

NON-PERFORMANCE

BASIC

PROFICIENT

DISTINGUISHED

Describe how to use the double-loop reflection process to maximize aging adults’ engaged motivation. 33%

Does not outline how to use the double-loop reflection process to maximize aging adults’ engaged motivation.

Outlines how to use the double-loop reflection process to maximize aging adults’ engaged motivation.

Describes how to use the double-loop reflection process to maximize aging adults’ engaged motivation.

Analyzes how to use the double-loop reflection process to maximize aging adults’ engaged motivation.

Describe how to use the double-loop reflection process to maximize aging adults’ cognition. 33%

Does not outline how to use the double-loop reflection process to maximize aging adults’ cognition.

Outlines how to use the double-loop reflection process to maximize aging adults’ cognition.

Describes how to use the double-loop reflection process to maximize aging adults’ cognition.

Analyzes how to use the double-loop reflection process to maximize aging adults’ cognition.

Apply principles of effective communication, including writing competently for the intended purpose. 34%

Does not apply principles of effective communication, including writing competently for the intended purpose.

Inconsistently applies principles of effective communication, including writing competently for the intended purpose.

Applies principles of effective communication, including writing competently for the intended purpose.

Applies principles of effective communication, including writing competently for the intended purpose, with exceptional clarity and focus.