Lesson 2.1
Learners will demonstrate an understanding of how the Automatic Decision-Making System conserves cognitive energy by recognizing and explaining the role of habits and routines in maintaining stability. They will provide examples of personal habits relevant to their age group, such as meal preparation routines or preferred daily activities, in a short reflection.
Learners will observe and record three routine behaviors in their daily lives that illustrate the operation of the Automatic Decision-Making System. They will provide brief descriptions of each behavior and its role in reducing cognitive load, emphasizing how these routines support independence and reduce anxiety.

Lesson 2.2
By the end of the lesson, learners will be able to recognize and list at least five examples of common automatic decision-making behaviors (e.g., following familiar routes, preparing daily meals, managing recurring payments) with 90% accuracy. These examples will be contextualized to reflect the seniors' reliance on the Automatic system due to neuroanatomical changes.

Lesson 2.3
By the end of the lesson, learners will evaluate the impact of outdated or irrelevant concepts on their decision-making by identifying specific instances where past concepts (e.g., outdated financial strategies or health routines) led to suboptimal decisions. They will discuss how these decisions could have been improved by reassessing and updating these concepts.
Learners will utilize concepts as standards of measurement to assess progress toward an unmet need. They will identify how these concepts inform action steps and guide the evaluation of success or failure, focusing on how small adjustments in understanding can lead to better outcomes despite cognitive rigidity.

Lesson 2.4
When presented with a scenario involving a routine decision (e.g., selecting an outfit for the weather or planning a route to a familiar destination), learners will apply the QuickSTEPS process by using exclusion to elimi...