Category Archives: EDU 692 (updated)

EDU 692 Week 6 Final Project Creative Teaching Designing Culturally Relevant Instruction updated

To Buy This material Click below link

http://www.homeworkrank.com/edu-692-ash/692-week-6-final-project-creative-teaching-designing-culturally-relevant-instruction-updated

For the Final Project, you will assume the role of a classroom teacher applying for a $10,000 Teacher Creativity Fellowship Grant. This award provides financial resources to teachers, which allows the recipient to spend time during the summer months developing an instructional experience that will be implemented and evaluated during the upcoming fall semester. These instructional experiences could include large projects, field trips, or simply improved daily or weekly lessons. This year’s grant recipients are awarded funding on the condition they develop instructional experiences and programs to support the learning of 21st century skills, specifically, creative and innovative skills.

A good example of this type of award competition in the real world is the Teacher Creativity Fellowship. Spend some time reviewing the information provided at this site to get a better understanding of a teacher grant request for proposal (RFP).

To further structure and define your Final Project, imagine you teach in a culturally diverse school, and you recognize a need to develop more culturally relevant instructional experiences that promote creative and innovative thinking. After carefully examining the information in the request for proposal for the grant described above, you realize the funding awards are based on the clarity and details of a form submitted for evaluation. After careful deliberation, you decide to apply for the grant to finance your time and help you obtain the resources needed to develop the proposed instructional experiences. Keep in mind that a primary component of your plan requires consideration of the culture and specific needs of each child enrolled in your class (or one of your classes) for the upcoming semester. 

Writing the Final Project

Create your Final Project to meet the content and written communication expectations below. The content expectations include the seven parts of the request for proposal. If you have questions about the expectations for this assignment, use the Ask Your Instructor discussion section in the left-navigation pane of your course.

The following seven sections should be used as headings within your paper.

Content Expectations:

·         Part I: Audience and Rationale (1 point): Write an overview of the class and target population,
including the age range, grade and/or subject area, and other relevant attributes of the culture in which the school is situated. If you are not currently teaching, you may use a prior class, a peer’s class, or invent the demographic information.

·         Part II: Outcomes (1 point): List the instructional outcomes (i.e., learning objectives and standards) of the instructional experience including:

1.     Content Outcomes

2.     21st century skills with an emphasis on creativity and innovation

3.     Cultural competencies explicitly facilitated within the planned learning experience.

·  Part III: Assessment (1 point): Describe how you will measure the degree to which the learners have acquired your targeted outcomes. You do not need to develop the assessments, just describe the format and what they would be in some detail.

·  Part IV. Context Description (2 points): Describe the nature of the overall instructional context established by addressing:

1.     Creativity (i.e., learners involved in making or creating something)

2.     Problem Solving (i.e., overall activity focuses on solving a specific or ill-defined problem)
OR

3.     A Real/Simulated Experience (i.e., activity consists of performing tasks that are part of a real- world experience or an experience designed to simulate real-world activity)

·         Part V: Instructional Plan Summary (2 points): Summarize the planned instructional experiences, providing a justification for the need to employ a culturally relevant framework to help facilitate both creativity and innovation skills and the content-area skills the instructional experience addresses.

·         Part VI. Evidence of Culturally Relevant Pedagogy in the Instructional Plan (8 points): Describe the planned learning experiences in detail. Ensure the plan includes at least four of the following nine strategy options:

1.     Maximizing academic success through relevant instructional experiences

2.     Addressing cultural competence through reinforcing students’ cultural integrity

3.     Involving students in the construction of knowledge

4.     Building on students’ interests and linguistic resources

5.     Tapping home and community resources

6.     Understanding students’ cultural knowledge

7.     Using interactive and constructivist teaching strategies

8.     Examining the curriculum from multiple perspectives

9.     Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms

·  Part VII. Creativity/Innovation Strategies in the Instructional Plan (7.5 points): Ensure the planned instructional experience provides at least four of the following ten strategies for facilitating creativity and innovative thinking:

1.     Encouraging students to believe in their culture-influenced creative potential

2.     Nurturing the confidence to try

3.     Helping learners find their creative strengths

4.     Promoting experiment and inquiry and a willingness to make mistakes

5.     Encouraging generative thought, free from immediate criticism

6.     Encouraging the expression of personal ideas and feelings

7.     Conveying an understanding of phases in creative work and the need for time

8.     Developing an awareness of the roles of intuition and aesthetic processes

9.     Encouraging students to play with ideas and conjecture about possibilities

10.  Facilitating critical evaluation of ideas 

For more Assignments visit

http://www.homeworkrank.com

EDU 692 Week 6 Discussion Creativity, Innovation and Culture updated

To Buy This material Click below link

http://www.homeworkrank.com/edu-692-ash/edu-692-week-6-discussion-creativity-innovation-and-culture-updated

Creativity, Innovation, and Culture. 1st Post Due by Day 3. In this final reflection, you are asked to describe a set of skills you acquired over the years that allows you to be creative in some way. This might be musical instrument skills, cooking, knitting, writing, model-building, gardening….anything you consider yourself “good at” that encourages you to experience “…the process of having original ideas that have value” (Robinson, 2011, p. 151). By analyzing these skills in light of the culturally relevant context in which they were learned, you may realize an even deeper understanding of the skills facilitated within this course.

Initial Post: Post a response that addresses each of the following five items:

·         What is something you do or have done in your life that is creative?

·         Describe the skills you needed to learn in order to feel comfortable and competent creating the things, ideas, or concepts that result from the creativity you described.

·         Describe some of the macrocultural factors you believe contributed to your decisions to keep practicing and participating in the creative endeavors described.

·         Describe some of the microcultural factors you believe contributed to your decisions to keep practicing and participating in the creative endeavors described. 

• How was learning the skills that define your creative endeavors different from or the same as the manner in which you learned academic skills?

Optional: If you have any pictures, sound files, or videos of your creations, feel free to share and/or provide a link.

Guided Response: Post replies to at least two peers before the close date of this discussion. In your replies, comment on their creativity descriptions, asking follow-up questions about their experiences and accomplishments.

For more Assignments visit

http://www.homeworkrank.com

EDU 692 Week 5 Discussion 1 Decisions updated

To Buy This material Click below link

http://www.homeworkrank.com/edu-692-ash/edu-692-week-5-discussion-1-decisions-updated

Decisions! Decisions! 1st Post Due by Day 3. Teachers are professionals who must make many decisions throughout their day! Some decisions are immediate, spur of the moment choices like disciplining students or revising a lesson that is not working. Others decisions are more calculated, like developing a semester-long project designed to incorporate community resources into a problem-solving scenario. All the small decisions teachers make throughout their day likely support the two most important, larger overarching decisions that are made at the beginning of a learning experience and are based in part on many macrocultural and microcultural factors:

·         What is truly important for students to learn?

·         What is the best way to arrange experiences within the learning environment to maximize the probability

that all students will learn what is intended for them to learn?

Chapter 1 of the course text provides a number of different definitions for the term “culture.” Wardle (2013) makes a distinction between cultural factors at the national level (macroculture) and cultural factors unique to a specific sub-population of people in local communities (microculture). This discussion provides you with additional practice identifying cultural influences on specific decisions teachers make to develop the most effective learning experiences possible, which further prepares you for the Week Six Final Project. You will use one of the schools or programs identified in last week’s assignment (website or web-based presentation) that you and your peers developed as the subject of the first discussion. Recall that these schools showcase examples of innovative educational experiences designed to promote 21st-century skills while promoting culturally relevant pedagogy.

Initial Response: This discussion requires you to select one of the schools/programs you researched and included in your Week Four Assignment. Once selected, you need to conduct a brief analysis of the decisions that needed to be made in the design and implementation of the school or program you selected. To help guide this analysis, ensure that the following questions are addressed:

• What decisions, in general, did the program developer(s) and/or other professional(s) need to make in order to plan the school or program?

• What macroscopic cultural influence likely supported the development and implementation of the program?

• What microscopic cultural influence likely supported the development and implementation of the program?

Be sure to provide a link to the school or program you are analyzing so that other students can have easy access as they review your work.

Guided Response: Navigate through several of your classmate’s selected schools or programs and respond to at least two peers, paying close attention to the particular school or program they featured in their initial discussion post. Review the analysis of the decisions and cultural influences discussed and indicate how you agree or disagree with their analysis. As with previous discussions, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. This will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic. 

For more Assignments visit

http://www.homeworkrank.com

EDU 692 Week 5 Assignment A Case for Problem-Based Learning updated

To Buy This material Click below link

http://www.homeworkrank.com/edu-692-ash/edu-692-week-5-assignment-a-case-for-problem-based-learning-updated

For this assignment, you need to assume the role of a classroom educator. This can be based on a class that you are currently teaching, one that you have previously taught, or one that you hope to teach in the future. Suppose you are participating in a department team meeting with the other teachers in your grade level. You are having a discussion about an upcoming unit. One of the teachers indicates that she plans to distribute the same packets she used last year and schedule five days of independent seat work for her students to complete the packets by locating answers in the course textbook. This would be followed by a written exam over the material in the packets.

You have been aware for some time that the students in this teacher’s class are frustrated, bored, and worst of all, not really learning anything important about the content as shown through the student data. This could be your opportunity to get her to try something updated and more valuable to students. You explain to this teacher that you plan to implement a week-long problem-based learning experience for your students, involving group projects, computer time, and class presentations; you would like to share this plan with her and to partner together on the project. She is apprehensive because it sounds like a lot of work, but you assure her that you have the entire experience planned well.

In this assignment, you will apply principles of problem-based learning to the design of a specific learning experience within a culturally relevant and collaborative learning experience that facilitates the 21st century skills of creativity and innovation. Review the Week Five Instructor Guidance for detailed assistance on preparing for and completing this assignment, including access to resources that will help you identify the characteristics of problem-based learning environments. Next, create your assignment to meet the content and written communication expectations below.

Content Expectations
• Plan (9 points): Create a general plan for a problem-based and project-based learning (PBL2)

experience that includes the following six components:

1.     Overview of the general problem you will establish related to the topic, including the following:

·          A brief description of the grade, subject, and demographics of the class.

·          An overview of how student groups will be assigned and monitored.

·          A description of the project that will need to be developed by the group and presented to the class.

·          Common characteristics of problem-based learning, addressing an open-ended problem posed to each learning group (see guidance).

·  A description of how the creativity and innovation with 21st century skills are learned and/or specifically applied within the project.

·  A description of how culturally relevant strategies are included/applied within the project.

For more Assignments visit

http://www.homeworkrank.com

EDU 692 Week 4 Discussion 2 Triangle of Support updated

To Buy This material Click below link

http://www.homeworkrank.com/edu-692-ash/edu-692-week-4-discussion-2-triangle-of-support-updated

Triangle of Support. 1st Post Due by Day 3. Have you ever seen Blue Man Group perform? If not, here is a ten- minute video that showcases the group’s unique, creative talent: Blue Man Group – part 01. In their own way, the members of the Blue Man Group reflect the essence of the Landfill Harmonic project. For example, at the heart of Blue Man Group’s act are musical instruments made from things that were not originally designed to make music. Similar to the Landfill Harmonic accomplishments, Blue Man Group’s creativity is not just applied to making music, but to making the instruments that make the music.

Something you might not know about the Blue Man Group is that the members have created a school specifically designed to encourage and cultivate the creative spirit in children. Called “Blue School,” this educational environment applies the principles described by Ken Robinson (and others) to the design and operation of a school. This short three-minute video provides an overview of the school and its mission: The Blue School.

Blue School actively supports the learning of 21st-century skills. When carefully examining the instructional experiences that help students learn and apply 21st-century skills, you might realize that culturally relevant pedagogy is often a natural byproduct of such approaches. This discussion is designed to provide you with further practice in analyzing learning situations to better understand how culturally relevant pedagogy, learning 21st- century skills, and creativity naturally form a triangle of support: 

As you discovered while viewing the video on Blue School, there are schools that encourage culturally relevant pedagogy, creativity, and innovation. The background information you gained through learning about Blue School leads you to the focus of this Discussion and another prime example of a school doing some amazing things.

Initial Post: High Tech High is a secondary school committed to facilitating 21st-century skills. Examine the 21st Century Skills Culture at High Tech High video that provides an overview of High Tech High and its commitment to facilitating 21st-century skills. As you carefully examine the information presented about the school, consider how its courses and programs naturally support a culturally relevant approach to instruction that promotes creativity. After viewing the video, answer the following questions about the school:

• In what way is culturally relevant pedagogy evident at the school? Link specific observations from the video with one or more of the following specific characteristic of a culturally relevant environment:

1.     Maximizing academic success through relevant instructional experiences.

2.     Addressing cultural competence through reinforcing students’ cultural integrity.

3.     Involving students in the construction of knowledge.

4.     Building on students’ interests and linguistic resources.

5.     Tapping home and community resources.

6.     Understanding students’ cultural knowledge.

7.     Using interactive and constructivist teaching strategies.

8.     Examining the curriculum from multiple perspectives. 

i. Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms.

·         Do the same for creativity instead of cultural relevance. In what way is creativity evident at the school? Link specific observations from the video withone or more of the following specific characteristic of instruction that supports the development of creativity:

1.     Encouraging students to believe in their culture-influenced creative potential.

2.     Nurturing the confidence to try.

3.     Helping learners find their creative strengths.

4.     Promoting experiment and inquiry and a willingness to make mistakes.

5.     Encouraging generative thought, free from immediate criticism.

6.     Encouraging the expression of personal ideas and feelings.

7.     Conveying an understanding of phases in creative work and the need for time.

8.     Developing an awareness of the roles of intuition and aesthetic processes.

9.     Encouraging students to play with ideas and conjecture about possibilities.

10.  Facilitating critical evaluation of ideas.

·         Briefly summarize your own viewpoints on the relationship between 21st-century skills, culturally relevant instruction, and creativity.

Guided Response: Review at least two other classmates’ initial posts. Compare the examples they used from the High Tech High presentation with your own. Did they align with the same characteristics of culturally relevant instruction or creativity as yours? Ask questions if the relationship they suggest is not clear to you. As with previous discussions, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. This will further the conversation and provide you with opportunities to clarify your own understanding of the material analyzed

For more Assignments visit

http://www.homeworkrank.com

EDU 692 Week 4 Discussion 1 Models of Creativity updated

To Buy This material Click below link

http://www.homeworkrank.com/edu-692-ash/edu-692-week-4-discussion-1-models-of-creativity–updated

Models of Creativity. 1st Post Due by Day 3. Robinson (2011) noted that “When people say to me that they are not creative, I assume that they haven’t yet learnt what is involved” (p. 1). Do you find it interesting to consider that creativity can be learned? Or conversely, that it can be unlearned? In this discussion, you will apply your knowledge of creativity and the strategies needed to encourage it by reflecting on a personal experience in which your creativity was either stifled or enhanced. Please review this week’s Instructor Guidance for specific assistance on excelling in this discussion.

Initial Post: Read the NACCCE report, All Our Futures: Creativity, Culture and Education, focusing specifically on the Creative and Cultural Education (pp. 54-60) and Teaching and Learning (pp. 100-123) section. As you read through this work, describe some of the specific strategies NACCCE recommends for facilitating creativity skills. Make a list of these strategies for future reference. Once you have a clear picture of the types of educational strategies Robinson believes supports creativity, view the When there is a Correct Answer video. This is a short two-minute summary of Dr. Segev’s research on creative drawing with children.

Based on the results of Dr. Segev’s research, describe a situation during your life in which your creativity was either inhibited due to an understanding that whatever you were creating needed to be completed a “correct” way, or encouraged because you were not given such stringent design parameters. Write about this incident in a narrative, storytelling way. Within your story, make a connection to at least two of the NACCCE strategies you listed. Consider how these were either supported or not supported within the scenario you described of the decisions the teacher (or teachers) made regarding the experience. Once you complete your story, post it in the discussion forum. Feel free to be creative with this story. For example, you may want to try Storybird, which is a digital storytelling platform (free accounts are available to students and teachers). If you use a web-based technology to create your story, be sure to post a link to it in your post. 

Guided Response: Respond to at least two of your classmates’ posts. In your responses, consider asking questions about their posts to encourage further conversation. Read (or experience) the stories presented by the students in the class and identify at least two stories that resonate with your own experiences. Offer some words of commiseration and provide some “words of wisdom” to encourage future creative endeavors. As with previous discussions, though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. This will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic. 

For more Assignments visit

http://www.homeworkrank.com

EDU 692 Week 4 Assignment Culturally Relevant Inspiration updated

To Buy This material Click below link

http://www.homeworkrank.com/edu-692-ash/edu-692–week-4-assignment-culturally-relevant-inspiratio-updated

A number of important resources supporting the design, development, implementation, and evaluation of culturally relevant instructional experiences are available online. Throughout this course, you have had many opportunities to view a number of such resources. This assignment encourages you to reflect on the key concepts presented in the course through the creation of a web-based presentation or website that you can use in the future to support your teaching efforts. The goal is to showcase several model schools or programs representing what you have learned thus far regarding culturally relevant practices, creativity, and innovation. A plethora of options exists as you search for model schools or programs. While the K-12 public school setting may be on the forefront of your mind, remember there are a variety of learning environments available, such as charter and private schools, technical programs, post-secondary education and training programs, schools and programs pertaining to the military, Sunday schools and other religious schools, and more. Therefore, expand your search efforts to gain a well-rounded perspective to share in your website or web-based presentation. The resource you create can also be shared with colleagues (as well as the public in general) to advocate for implementing a more culturally-relevant instructional approach to professional practice.

A listing of good free tools you might choose to use as you develop a website is presented in the Instructor Guidance. Each tool includes its own collection of help files and tutorials to support your creative endeavor. Similarly, there are numerous web-based tools that could be utilized to create an interactive presentation, such as animoto, knovio, prezi, or present.me. Use your creativity and try something updated!

For more Assignments visit

http://www.homeworkrank.comg

EDU 692 Week 3 Discussion 2 Equal Versus Equitable updated

To Buy This material Click below link

http://www.homeworkrank.com/edu-692-ash/edu-692-week-3-discussion-2-equal-versus-equitable-updated

Equal Versus Equitable. 1st Post Due by Day 3. It can be difficult for students in any class to understand the importance of equity in their classroom. “It’s not fair!” is a common reaction from students who observe other students getting benefits that they did not receive. For example, some students with specific learning disabilities may receive additional time to complete assignments. Wardle (2013) points out a clear distinction between equality and equity noting that “Equal education is providing equal resources and opportunities for all students to succeed in education” (p. 51). On the other hand, according to Banks (2013), equitable education “goes beyond equal, and to some extent contradicts it, in that it requires tailoring the educational approach… to each student, based on the student’s individual and cultural characteristics, so the student can achieve to his or her full potential,” (as cited in Wardle, 2013, p. 51).

Initial Post: This discussion asks you to reflect on the importance of valuing equity over equality in the classroom and in life outside the classroom. You will identify at least two examples of equity versus equality in popular culture that you might be able to use in a class to help your students understand the value of equity. This might include advertisements (pictures), song lyrics, or commercials (linked from Youtube.com, for example). Try to locate examples that could be used in a class you might teach now or in the future. Next, briefly reflect on the role equity plays in the classroom by explaining how you would use your selected examples to help students understand the differences between equity and equality, and why equity is more important in the classroom.

Guided Response: Respond to at least two of your classmates’ posts. In your responses, comment on the degree to which you feel their examples will be helpful in promoting student understanding of the value of equity in the classroom and ask them to elaborate if needed. As with previous discussions, though two replies are the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. This will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic

For more Assignments visit

http://www.homeworkrank.com

EDU 692 Week 3 Discussion 1 Creating an Evaluation Instrument for Cultural Relevance in the Classroom updated

To Buy This material Click below link

http://www.homeworkrank.com/edu-692-ash/edu-692-week-3-discussion-1-creating-an-evaluation-instrument-for-cultural-relevance-in-the-classroom-updated

Creating an Evaluation Instrument for Cultural Relevance in the Classroom. 1st Post Due by Day 3. In this discussion, you will apply your knowledge of culturally relevant pedagogy to examine the degree to which a specific place-based experience implements culturally relevant strategies. Please review this week’s Instructor Guidance for detailed assistance on preparing for and completing this discussion.

Initial Post: For this post, you will complete a rubric to determine the degree to which an instructional experience incorporates culturally relevant pedagogical principles. Based on your knowledge about culturally relevant teaching, you will add two more criteria to the rubric below and then use it to evaluate one of the place-based lesson “stories” shared on the PromiseofPlace.org. Then, using the rubric with your results from your evaluation, summarize how well you think your selected place-based experience addresses cultural relevance.

You can copy the rubric into a word document, complete the rubric, and then paste into the discussion forum along with your summary. 

Guided Response: Respond to at least two of your classmates’ posts. Examine their instruments and brief report, and comment on the effectiveness of the instruments developed and their evaluation of the lesson. In your responses, consider asking questions about their posts to encourage further conversation. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you. This will further the conversation and provide you with opportunities to demonstrate your content expertise, critical thinking, and real world experiences with this topic.

For more Assignments visit

http://www.homeworkrank.com

 

EDU 692 Week 3 Assignment Analyzing Cultural Relevance in Instruction updated

To Buy This material Click below link

http://www.homeworkrank.com/edu-692-ash/edu-692-week-3-assignment-analyzing-cultural-relevance-in-instruction-updated

In Chapter 12, Wardle (2013) summarizes the important characteristics of a culturally relevant teacher. Use this information as a guide or resource throughout this assignment to help inspire your thinking as you apply your knowledge of culturally relevant pedagogy toward specific solutions to problems facing a teacher with a very diverse student population. This exercise provides excellent practice over the application of culturally relevant principles in the design of effective instructional solutions. You will need to design such instructional solutions within the Final Project, so it is very important to practice such skills here. Specifically, for this assignment, you will view a brief video taken with a cell phone by a student in a high school social studies class. The video (Bliss, 2013) documents a meltdown Bliss experienced during his World History course at Duncanville High School in Duncanville, Texas. A transcript of the audio is provided in the Instructor Guidance for this week along with other detailed assistance for completing this assignment.

After reviewing the Instructor Guidance for this task, create your assignment to meet the content and written communication expectations below.

Content Expectations

·         Video Analysis Questions (2 points): Answer the questions below based on your inferences and ideas
after viewing the events captured in the cellphone video.

1.     Description: What is the problem (from Jeff Bliss’s perspective as well as from Ms. Phung’s perspective)?

2.     Diagnosis: What probably caused it? Who benefits? Who loses? What position do you take on this issue?

3.     Solution: How could a more equitable, culturally relevant approach to the class improve the situation? How might Ms. Phung respond differently to Jeff’s concerns?

·  Equity Strategies (2.5 points): Describe any equity strategies you noticed or inferred being implemented in the video. Suggest at least one strategy for each of the four categories that the teacher could have utilized to help meet student needs in a more equitable fashion.
a. Instruction
b. Classroom Environment
c. Student Grouping
d. Student Recognition/leadership

·  Culturally Relevant Strategies (2.5 points): Describe evidence of any culturally relevant pedagogy in action in the cellphone video and suggest at least three strategies that could be used to create a more culturally relevant classroom. Such strategies might be drawn from the following areas:

1.     Maximizing academic success through relevant instructional experiences

2.     Addressing cultural competence through reinforcing students’ cultural integrity

c. Involving students in the construction of knowledge

1.     Building on students’ interests and linguistic resources

2.     Tapping home and community resources

3.     Understanding students’ cultural knowledge

4.     Using interactive and constructivist teaching strategies

5.     Examining the curriculum from multiple perspectives

6.     Promoting critical consciousness through opportunities to challenge predominant elements of the students’ social norms

Written Communication Expectations

·         Page Requirement (.25 points): Submit three to five pages, not including the title and reference pages.

·         APA Formatting (.25 points): Format your paper according to APA style as outlined in the Ashford Writing Center.

·         Syntax and Mechanics (.25 points): Display meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar.

Source Requirement (.25 points): Reference the cellphone video and Wardle (2013) textbook. All sources on the references page need to be used and cited correctly within the body of the assignment.
Next Steps: Review and Submit the Assignment

For more Assignments visit

http://www.homeworkrank.com