For this project, you will be concentrating on learning rather than development. In this project, the main

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For this project, you will be concentrating on learning rather than development. In this project, the main objective is to make you become aware of the complexity of influences that emerge when learning is taking place. This is not a controlled experiment where only one variable is considered. Instead, I am interested in a systematic, albeit informal, observation of what learning is like. The guidelines that follow may help you accomplish this task: Select a learning situation. This could be your own learning in this course, learning to cook a new recipe, or your child's as he/she learns to walk, learns to write his/her name, or learns to ride a bike. In order to provide the rich description required, it will be necessary to select a situation in which you will be able to perform daily, systematic observations. Describe the learning episodes. This description should include as much as possible about the physical, emotional, and intellectual context in which the learning is occurring. It may be helpful to keep a learning diary in which you jot down your observations and what you believe are important influences on the learning. Report your observations. I envision two main sections. In part one; report your observations of the learning. In part two; explain the learning in terms of some theory or construct you have read about and/or discussed in the classroom postings. The research project will be turned in as a formal report, written in APA format, and will include a works cited page, and any appropriate charts, graphs, and appendices. The final project should be approximately ten pages in length (not including your reference page).

	EXPERT 55	PROFICIENT 41.25	APPRENTICE 27.5	NOVICE 0
INTEGRATION OF KNOWLEDGE 20%	The paper demonstrates that the author fully understands and has applied concepts learned in the course. Concepts are integrated into the writer’s own insights. The writer provides concluding remarks that show analysis and synthesis of ideas.	The paper demonstrates that the author, for the most part, understands and has applied concepts learned in the course. Some of the conclusions, however, are not supported in the body of the paper.	The paper demonstrates that the author, to a certain extent, understands and has applied concepts learned in the course.	The paper does not demonstrate that the author has fully understood and applied concepts learned in the course.
TOPIC FOCUS 15%	The topic is focused narrowly enough for the scope of this assignment. A thesis statement provides direction for the paper, either by statement of a position or hypothesis.	The topic is focused but lacks direction. The paper is about a specific topic but the writer has not established a position.	The topic is too broad for the scope of this assignment.	The topic is not clearly defined.
DEPTH OF DISCUSSION 20%	In-depth discussion & elaboration in all sections of the paper.	In-depth discussion & elaboration in most sections of the paper.	The writer has omitted pertinent content or content runs-on excessively. Quotations from others outweigh the writer’s own ideas excessively.	Cursory discussion in all the sections of the paper or brief discussion in only a few sections.
COHESIVENESS 15%	Ties together information from all sources. Paper flows from one issue to the next without the need for headings. Author's writing demonstrates an understanding of the relationship among material obtained from all sources.	For the most part, ties together information from all sources. Paper flows with only some disjointedness. Author's writing demonstrates an understanding of the relationship among material obtained from all sources.	Sometimes ties together information from all sources. Paper does not flow - disjointedness is apparent. Author's writing does not demonstrate an understanding of the relationship among material obtained from all sources.	Does not tie together information. Paper does not flow and appears to be created from disparate issues. Headings are necessary to link concepts. Writing does not demonstrate understanding any relationships
SPELLING & GRAMMAR 10%	No spelling &/or grammar mistakes.	Minimal spelling &/or grammar mistakes.	Noticeable spelling & grammar mistakes.	Unacceptable number of spelling and/or grammar mistakes.
SOURCES 10%	More than 5 current sources, of which at least 3 are peer- review journal articles or scholarly books. Sources include both general background sources and specialized sources. Special- interest sources and popular literature are acknowledged as such if they are cited. All web sites utilized are authoritative.	5 current sources, of which at least 2 are peer-review journal articles or scholarly books. All web sites utilized are authoritative.	Fewer than 5 current sources, or fewer than 2 of 5 are peer- reviewed journal articles or scholarly books. All web sites utilized are credible.	Fewer than 5 current sources, or fewer than 2 of 5 are peer-reviewed journal articles or scholarly books. Not all web sites utilized are credible, and/or sources are not current.
CITATIONS 10%	Cites all data obtained from other sources. APA citation style is used in both text and bibliography.	Cites most data obtained from other sources. APA citation style is used in both text and bibliography.	Cites some data obtained from other sources. Citation style is either inconsistent or incorrect.	Does not cite sources.