Running head: The Construction of a Developmental Game

Part II: The Construction of a Developmental Game
Appropriate for Adults: A Slide Presentation
With Accompanying Notes

Part II: The Construction of a Developmental Game Appropriate for Adults: A Slide Presentation With Accompanying Notes
Rationale for Part II Project Application As an instructor, this writer is charged with the responsibility of challenging students to strengthen critical thinking skills while developing an understanding of course material. College students taking an adult development course are expected to apply critical thinking skills when studying developmental theory and research. This requires that they examine their own assumptions and discern their hidden values. In addition, critical thinking involves their evaluation of evidence and the assessment of conclusions. An important aspect of such a scientific approach is the attitude of humility. Critical thinking requires the humble scrutiny of competing ideas. Students must understand that they may have to reject their own preconceptions (Myers, 2004). One must acknowledge the potentially biasing effects of preconceived ideas. Such ideas can evolve from a number of sources including culture and environment. In contemporary American culture, some regard the aging process view as being undesirable. For them, the term old connotes an inevitable future involving physical frailty, narrow-mindedness, incompetence, and loss of attraction. Adulthood is seen as a period of decline (Papalia et al. 2002). Hence, the potential influence of an ageist philosophy can influence the learning outcomes of an adult developmental course. Another concern involves how to enhance the retention of material and instill a positive attitude toward information presented in the classroom. Effective