Course Reflection on Project Based Learning

My Project Based Learning Site: My Dream Playground

  • What do you now understand best about Project Based Learning? What do you understand least?

By completing this course I now understand that Project Based Learning is framed around a meaningful problem to solve or a question to answer. When this course began, I had never heard of a driving question and how it frames the entire project.  I also learned that Project Based Learning is different from completing a regular project because it involves a real world context for the students and there is a public element to the project. I think the students will find it more meaningful when they actually have to present their work to someone besides their classmates and teacher. I was also amazed at how much voice and choice the students have throughout the project.  I find that when I give assignments, I pretty much expect it to be accomplished one way.  I think students will appreciate having more of a voice through Project Based Learning.

The area where I still need a little work is reflection.  I have performed self -reflection on my own lessons, but I have not regularly had my students complete their own reflections.  I am still working on that and finding ways to make reflection more meaningful for the students.  I find that they have difficulty providing quality feedback to their classmates and really taking the time to reflect on their own work.

  • What did you expect to learn in this course?

I expected to learn what Project Based Learning is and how it can be implemented in the classroom.

  • What did you actually learn? More, less, and why?

I learned what I expected to learn from the course and more.  I am so happy that we were able to create our own project and put together the site for our project. This helped me breakdown and understand the elements of project design in a more meaningful way.  Switching to a Project Based Learning mindset seems like a huge undertaking and it will cause me to be way more organized and have more foresight.  The BIE website was a great resource and will be helpful to use for future projects.

  • What will you do with what you have learned?

I teach in a small private school and none of the teachers at my school have attempted Project Based Learning or have even talked about it.  I know that it is becoming more popular in the public school district we are in so the topic will most likely come up at our school.  I feel confident that I can explain what Project Based Learning is to my colleagues.  I will also be able to show them the website I have created and show them how they can incorporate PBL in their classroom.  I’d like to work with some of the teachers in my school and help them create a project and work with them on the project in upcoming school years.  It’s my goal to start small and help incorporate PBL in our school.


Post Project Reflection in PBL

Now that the culminating event is over, the projects have been presented, the groups and individuals have been evaluated, and reflection journals have been turned in, it is now time for the teacher to reflect on the entire project experience.  There are three main groups that I would involve in this process.  They are the students, myself, and any colleagues who were involved with the project.  

Students will be asked to share their insights on the strengths and weaknesses of the project.  This reminds the students that they play an active part in their PBL journey even after the project ends.  Encouraging student feedback shows that I value their opinions and stress the importance of them having a voice in the classroom.  For the project I created, I included a student self reflection.  In this self-reflection, the students were able to think about what they did throughout the project and comment on what went well and what might not have gone well.  One could also consider using a survey, holding class discussions, or interviewing students as well.  Boss (2012) offers some great questions to ask the students including:

  • What did they think of the project focus, workload, or value of specific assignments?
  • What will you remember about this project?
  • How would you suggest improving it next time around?
  • What would you tell next year’s students to get ready for this project?

Boss (2012) also advises teachers to make blogging a habit as projects unfold.  Journal entries added throughout the project experience will help teachers look back as they complete their final reflection.  A teacher who blogs makes his or her learning public and models what it means to be a reflective teacher who welcomes constructive comments and suggestions from others.  As part of my project, I also created a teacher reflection to be completed at the end of the project.  Each major portion of the project was broken down into a spreadsheet.  From there, the teacher would be able to fill in what went well, what didn’t work, and changes for the next year.   

Finally, reflecting with colleagues can be highly beneficial.  Teacher reflective collaboration on a project allows them to examine strengths in student work, discuss opportunities for growth, and discuss any changes that might be made.  This helps projects get better each time they are executed with a class.  Because my project involved the help of many teachers within the school, it would only make sense that they completed a teacher reflection of their own so that we could meet and discuss the project when it was completed.  

Reflecting on a project is never a one-time assessment.  Students, classes, and circumstances are different from year to year, so I feel it is important to reflect on the project experience each time it takes place.  

Boss, S. (2012, November 28). PBL Teachers Need Time to Reflect, Too. Retrieved April 09, 2017, from


The Role of the Facilitator in PBL

One of the greatest challenges for an instructor in a PBL unit is to adapt to the role of facilitator. As a facilitator, my role in the teaching/learning process will change and I will need to let go of the traditional notions for a classroom and learning.  No longer will I spend most of my day in the front of the classroom teaching.  My role as a facilitator is essential for the effectiveness of the learning experience for my students.  As a facilitator I will develop a project for the class, oversee and assist students throughout the project, help students become more independent as learners, and assess and evaluate the success of the project as well as the students’ performance.    

An effective facilitator defines desired outcomes for the project.  The outcomes are discussed with the students early in the project and are a point of reference throughout.  A facilitator provides the focus of the project and the path towards the desired outcome.  An effective facilitator recognizes the group dynamics and behavioral styles.  They also ensure that everyone is heard and included.  An effective facilitator is confident.  He or she is always prepared and commands the attention of the room.  An effective facilitator asks good questions that can move a group forward, facilitate conversations and provide results.  He or she helps a group think outside the box and determine a course of action.  An effective facilitator knows how to handle a group and works with them to resolve conflict and be able to work together (Rickenbach, 2014).  

With project based learning, students will develop the competencies and skills needed to be successful including the necessary 21st century skills of critical thinking, collaboration, communication, and creativity.    Students will still learn the academic content they need through PBL and they will probably remember it better.  Project based learning helps students learn time management and become more organized.  Students will learn how to work together much like they will need to do as they enter the workforce.  By taking part in public presentations, students will develop their communication skills and their project results may actually make a difference in the community.  Project based learning is more engaging for students and allows students to take responsibility for their learning.  

In order to become an effective facilitator, I will need to make a few changes to my teaching style and they way I run my classroom.  One area that I will need to improve on is observation.  I will need to do a better job of examining student interactions and group them appropriately so that they will be most successful in their learning.  I will also need to develop a better way to facilitate groups when they have conflict.  Finally, I will need to become more adept at helping students think out of the box and look at tasks with different perspectives.  


Rickenbach, R. (2014, November 05). Are You an Effective Facilitator? Retrieved March 19, 2017, from

Scaffolding & PBL

Scaffolding in Project Based Learning can be defined as the support provided and the clear expectations that are set so that project goals can be accomplished. In Project Based Learning, the best projects use scaffolding in order to keep the project and students organized.  When students are well prepared and given guidance, projects are most successful.  The difficulty with scaffolding is providing direction, yet also giving the students the ability to show some initiative, creativity, and resourcefulness. McKenzie (1999) states that there are eight characteristics of educational scaffolding:

  1. Scaffolding provides clear directions.
  2. Scaffolding clarifies purpose.
  3. Scaffolding keeps students on task.
  4. Scaffolding offers assessment to clarify expectations.
  5. Scaffolding points students to worthy sources.
  6. Scaffolding reduces uncertainty, surprise, and disappointment.
  7. Scaffolding delivers efficiency.
  8. Scaffolding creates momentum.

Scaffolding provides clear directions

As instructors create projects for project based learning, they have to try and anticipate any problems or difficulties that may arise.  The directions and plans for the project need to be clearly written so that students can efficiently move toward a productive learning experience.  Much thought needs to be put into the planning of the lesson so that the students know exactly what they need to do and what is expected of them.  As I have created my project “My Dream Playground,”  I have worked hard to think of every possible problem that may arise or issue that my students may encounter; however, since I have never planned a project of this magnitude, I am sure that there are things that I have missed.  I think that as long as the instructional designer has put a lot of thought into the project–the steps, directions, activities, and assessments, they will be well equipped to handle any potential problems and eliminate them either before the project begins or as the students work through the project.  

Scaffolding clarifies purpose

In project based learning, students are presented with the purpose of their project as soon as the driving question and entry event take place.  The students know why they are taking part in this project and the project has meaning because they know they are presenting it to a wider audience beyond their teacher and class.  In project based learning, each task builds on the prior tasks.  Each lesson and activity in “My Dream Playground” builds on the next in order for the students to complete their final presentation and reach the ultimate goal of coming up with a feasible playground for the school.     

Scaffolding keeps students on task

A timeline or calendar keeps students on task and helps guide the project along.  Students know what is expected and when it is expected so that they are not wandering in all different directions.  In “My Dream Playground,” the students will be provided with a calendar of events so that everyone knows the timeline for when different parts of the project are due.  In addition, with each major portion of the project, students will be given guidelines or rubrics for what is expected of them.  They may go about accomplishing the steps of the project in different ways, but they are all given the same guidelines to follow so that they can stay on track.

Scaffolding offers assessment to clarify expectations

In the beginning of scaffolded projects, students are provided rubrics, standards, and examples in order to define excellent work.  For my project, students will be provided rubrics for their oral presentation, 3D model, and peer evaluations.  Expectations and a sample of quality work will be provided from the start, and students will continually meet with the teacher throughout the project.

Scaffolding points students to worthy sources    

In a scaffolded project, the teacher undertakes the preliminary research.  Realizing that the internet lacks credible sources, the teacher picks the best sources in order to help students accomplish their task.  Depending on the teacher, students might have to use the resources provided by the teacher or they may use those sources as a springboard to further their research.  In “My Dream Playground,” I will provide the students with four sites they can use to research the size and cost of playground equipment and playground surfaces.  They will be allowed to look for other resources, but not spend too much unnecessary time on this.  If they choose to use a different resource, they will need to obtain teacher approval before using it.

Scaffolding reduces uncertainty, surprise, and disappointment.

Instructors are expected to test each aspect of a scaffolded project to anticipate anything that might go wrong.  This will eliminate any student frustration as the project progresses and maximize student learning.  After students have completed the project, lessons may be further refined.  Each aspect of the “My Dream Playground” project has been carefully scrutinized so that the lessons and activities run smoothly for the students.  It is hard to anticipate every roadblock so changes will most likely be made during and after the project has been completed.  

Scaffolding delivers efficiency

Project based learning is very involved.  However, when properly scaffolded, students are focused, have clear expectations, and remain on task.  The “My Dream Playground” project has been carefully planned with a clear timeline.  Each lesson builds on the next leading up to the final presentation.  

Scaffolding creates momentum

The entry event, driving question, and its subquestions will create a great deal of excitement and momentum for the project.  They draw the students’ attention into the project and set the wheels in motion in order to motivate the students to project completion.  

McKenzie, J. (1999, December). Scaffolding for Success. In From Now On. Retrieved March 4, 2017, from


Assessment & Project Based Learning

Student achievement is measured in a variety of ways in Project Based Learning.  Of course the end product is the most important, but we cannot solely focus on it.  We must acknowledge that meaningful learning takes place throughout the project.  In PBL students learn more than just content.  They learn how to work with others, solve problems, clearly present ideas, and learn from mistakes.  Assessment in PBL acknowledges not only what the student has learned, but also how they learned it so that they can use it again in the future.  

The first step in effective assessment is to establish clear performance targets.  In my project, My Dream Playground, students are presented with a driving question or problem to solve from the beginning.  I have also outlined the subject area content standards that will be addressed in the project and created summative assessment rubrics that list my expectations for the final project model and presentation.  Throughout the project, students collaborate with their group members as they complete pieces of the project and they reflect on their work as they complete their group project checklist and learning logs.  Weekly feedback will be provided to the individual students and groups to help them stay on track, and improve their work so that they can be successful with the final product.  

Each group’s final playground model and presentation will be there own.  They will be given criteria for what makes a good project, discuss the qualities of good work with their classmates and me, and be provided with examples of exemplary projects.  However, in the end, they will use their own ideas and work together to create their model and presentation and no two projects will be exactly the same.

In order to meet the math standards for this project, the students will be taught how to measure, and find area and perimeter in a hands on way. We will do this by using the math worksheets I created and going out to the playground location to answer the questions.  Formative assessments of these worksheets and weekly quizzes will help me figure out who is understanding the concepts and who needs more help as the project progresses.    

When this project is finished, we will all reflect on its successes.  I will fill out an evaluation for how I felt the project went.  My students will also complete a self evaluation and peer evaluation and also reflect on the project as a whole–what they liked, what they didn’t like, what they learned, etc.   

My students have not had a whole lot of experience with self and peer evaluation.  I will need to spend time teaching my students how to take ownership of their own learning and take pride in their work.  We will also need to discuss constructive criticism and how to offer suggestions to others as they work on their projects and presentations.  I created a rubric for the peer evaluation of the practice presentations, but I would rather use that rubric as a teaching point with the students and have them help me edit it to make it their own once we have completed lessons on self and peer evaluation.   

Is it still PBL without an Authentic Audience?

In order for learning to be considered project based learning it has to engage students with hands-on, real-life learning and experiences (Everette, 2015).  Part of a real world experience is being able to share what you have learned with a larger audience.  For this reason, I believe that in order for a project to be considered PBL, it has to involve presentation to an authentic audience.  When a student completes a project in the classroom, it basically just has to be good enough to meet the project requirements and teacher’s approval for grading.  On the contrary, with project based learning, a presentation to an authentic audience raises the bar for student work (Everette, 2015). When a student knows that they will have to present their work to an outside, meaningful audience, there is a relevance behind the project tasks and students might be more inclined to work harder and put forth their best effort.  A public audience opens the project up for more questions and the students have to be prepared to defend their work.  This requires the students to be able to apply what they have learned in order to meet the needs of their audience (Reese, 2015).   It helps prepare students for the real world beyond the classroom.  

The type of authentic audience should be determined based on what makes sense for the project.  It does not always have to be an enormous presentation.  There are a variety of ways to present a project to an authentic audience. The presentation could be an online presentation such as a video that could be accessed by a larger audience, it could be a presentation to school families or the administration, or it could be work posted or presented for the community affected by the project.  As part of the PBL experience, the students should have input on determining the best way to present their work to each other and a broader audience (Everette, 2015).

Students engage in deeper learning when they present to an authentic audience.  It requires students to think strategically, communicate effectively, and apply what they have learned in a meaningful way (Reese, 2015).


Everette, M. (2015, March 11). 8 essential elements of project based learning. In Scholastic. Retrieved February 11, 2017, from
Reese, D. (2015, September 26). The importance of audience in authentic teaching and learning. In linkedin. Retrieved February 11, 2017, from


Differentiation through Project Based Learning

Transforming one’s classroom from a traditional setting to the implementation of project based learning can be an intimidating task.  One of the questions that can arise is how educators can differentiate learning in a project based setting.  McCarthy (2016) points out five key areas that can be differentiated in order to meet the learning needs of all students.  They are:

  • Authentic Purpose
  • Entry Event
  • Need to Know protocol
  • Checkpoints
  • Student Voice

Students who are at risk or struggle with learning in a traditional setting might become less motivated to learn or really cannot understand that what they are learning applies to the real world.  Through project based learning, students have a wider audience and they apply what they are learning to real-world activities.  They are not just answering to their teacher.  When they see that their projects make an impact on the wider community, they might be more motivated to work.  No longer can students say, “When am I ever going to use this?”

Likewise, a strong entry event sets the tone for the project.  It gets students engaged in the project and develops a purpose for what they are going to learn.  A strong entry event connects students interests with the curriculum.  Like the authentic purpose, an effective entry event shows students how the curriculum relates to their world outside of the school walls (McCarthy, 2016).

It is important to check for content understanding throughout the entire project.   McCarthy (2016) calls this the Need to Know protocol.  It is similar to the K-W-L  strategy except the questions are revisited throughout the entire project until all the questions are answered.  Because the Need to Know protocol is frequently run throughout the project, new questions may arise.  When the instructor reviews the answers with the students, the students vote whether the question was fully addressed.  If there are students who do not feel the answers were addressed, then the instructor must give additional support to those students who feel they need it.  The students help determine whether they feel their academic needs were met rather than the instructor deciding whether the content was covered.

Weekly or bi-weekly checkpoints should also occur along with daily formative assessments.  Students who pass the checkpoint move onto the next skill level; however, students who do not pass the checkpoint will receive differentiated support to meet their needs.  Checkpoints are useful to the instructor and student because they help identify any problems or misconceptions before they get too far into the project (McCarthy, 2016).

Finally, one of the biggest ways to differentiate learning in PBL is to allow for student voice.  Students might be able to design the topic focus, make choices on the end product, and/or design their own plan of action (McCarthy, 2016). This aspect may be hard for instructors who are very used to leading the show, but it is very important for students to be able to help lead their learning.

The two areas that excite me about project based learning are the authentic purpose and student voice.  I think when anyone with any type of ability feels like what they are doing has meaning and when they have a choice with regards to completing the task, learning will undoubtedly take place.  As I read about the Need to Know protocol and the checkpoints, they seemed very familiar and logically take place even in a traditional educational setting.  Formative assessments take place daily in both settings; however, I feel that the checkpoints discussed in PBL are more planned and probably take place more frequently in a PBL setting.  It seems that when carried out effectively, PBL feels more planned and more attention is paid to detail and whether all the students are understanding the material rather than just covering the content.

McCarthy, J. (2016, November 15). How do I differentiate through project-based learning?. In teachthought. Retrieved February 5, 2017, from



What is Project Based Learning?


Project Based Learning is an instructional method where students actively work for an extended period of time to investigate and solve a real-world question, problem, or challenge in order to obtain knowledge and skills.  Students work with a partner or small group to perform research, present the material they have learned in the form of a project, and obtain feedback for their learning (BIE, n.d.).  

Project based learning and problem based learning have many similarities, but also some subtle differences.  Larmer (2015) identifies these differences between project based learning and problem based learning:

  • Project based learning often incorporates many subjects. Problem based learning most often applies to one subject.
  • Project based learning may take weeks or months.  Problem based learning tends to be shorter.
  • Project based learning has many steps.  Problem based learning has specific steps.
  • Project based learning includes the creation of a product in some form.  The final product in problem based learning can be a product or a proposed solution in written form or as a presentation.
  • Project based learning uses real world scenarios and tasks.  Problem based learning uses case studies or fictitious scenarios for investigation.   

Teachers should consider incorporating project based learning into the classroom because it moves students away from using rote memorization of information to pass a test.  After memorizing information for the test, students tend to forget what they have learned.  The hands on approach of project based learning capitalizes on student interest and provides real-world scenarios in order for them to obtain skills and knowledge.  Project based learning prepares students for the real world beyond their education.  It teaches students how to think critically, collaborate with others, and effectively communicate what they have learned to a larger audience.     

The Buck Institute for Education (n.d.) includes these essential components as part of project based learning:

  • The project should be focused on student learning based on content standards and skills including critical thinking, collaboration, and communication.   
  • The project should be focused on addressing the answer to a problem, question, or challenge.
  • Students should seek answers to questions through inquiry, research, and application.
  • The projects should have real world applications.
  • Students should have a voice in the project.  They can choose how they work and what they create.  
  • Students and teachers should reflect on learning including the effectiveness of the inquiry, the project activities, the quality of work, obstacles that were encountered and how they were overcome.
  • Students should give, receive, and use feedback to improve their process or products.
  • Students should publicly display or present their project to people outside of the classroom.


Larmer, J. (2015, July 13). Project-based learning vs. problem-based learning vs. x-bl. In edutopia. Retrieved January 21, 2017, from

What is project based learning (PBL)?. (n.d.). In BIE. Retrieved January 21, 2017, from


Edtech 533 Final Reflection

Before taking this course, I had only been a casual user of YouTube, and rarely used it in the classroom because it is blocked in my school. Mainly I had used it for my own entertainment purposes at home. By creating my own YouTube channel, I have learned how to locate the multitude of educational videos available and curate them into playlists to use in my classrooms.  I have been adding to my playlists throughout the semester and will continue to do so after this course.  It has helped me integrate video more often into my lessons.  Creating the playlist lesson and the media literacy lesson was also a valuable learning experience.  The playlist lesson showed me how to use one of my curated lists of videos to create a lesson directly in YouTube.  The media literacy lesson showed me how to develop a lesson using both Google Forms and YouTube videos.  I have never developed lessons like this before and I found them to be very useful to use with the students in my computer classes.  Finally, one of my major accomplishments was learning how to create my own professional educational videos.  I am still a novice, but I have realized that I do have the capability to create my own videos and feel that I can use what I have learned to help my students create quality videos as well.    

I think that I value the use of YouTube in education more now that I have taken this course.  There is a lot of junk and crazy videos out there, but what I have learned throughout this course is that it is possible to create an account filled with superior videos that can be used to enhance a student’s educational experience. I still believe that YouTube should be blocked on the students’ computers in my school solely because I work at the elementary level and I do not want them to be exposed to something that they shouldn’t.  I am thankful that we have developed an easy work around for our teachers, though, so that they can access YouTube videos to share with their students on their computers.  Through my experiences, I have realized that with proper leadership and guidance YouTube can be a wonderful tool for teaching students how to create quality multimedia experiences and how to analyze the videos they view.  

Being media literate means that one has the ability to access, analyze, evaluate, and create media.  When a person is media literate, they can better understand and evaluate the messages they receive through all types of media including the television, radio, internet, music, and print.   In order to be media literate, one must be able to analyze what the creator wants us to believe or do and identify any marketing strategies or techniques of persuasion.  Someone who is media literate should also be able to evaluate whether the information presented shows bias or provides misinformation or if parts of the story are being left out.  One should also reflect on their own beliefs and values and evaluate media messages using those beliefs and values.  As an educator, it is my job to help my students develop these critical thinking skills. While teaching digital citizenship lessons, I have only briefly touched on media literacy with my students.  After creating my media literacy lesson, I was really struck by how essential it is for me to put more of an emphasis on educating my students on the importance of becoming media literate.  Many times when my students sit down in my computer lab to work on projects and research, I observe them using pretty much any piece of information they find without ever questioning who created the information, its reliability, and whether or not it is credible. Now, I find myself stopping the students more often and having them pause and analyze the information they are viewing or reading before they decide to apply it to their classwork.  It is my goal that they start to move away from taking things at face value and believing them to be true all the time.  

Throughout my reflection I have listed some specific ways that I will use the projects, skills, and ideas from this course like adding to my playlists and continuing to build new playlists.  I will also continue to educate my students in developing their media literacy skills.  I’d like to continue creating more Powtoon educational videos in order to demonstrate computer skills that we use in my computer classes and for digital citizenship lessons.  I think that my students would love to create their own Powtoon video demonstrations and I hope to be able to purchase a subscription for my school.  We also offer electives at my school to our junior high students.  I would like to offer video production during one of these modules and teach my students the three steps of pre-production, production, and post production.  We have never offered anything like that at my school, and I think it would be a learning valuable experience for them.  

The following three projects demonstrate mastery of the AECT Standards:

Educator’s YouTube Channel:

Standard 1  (Indicators 1.1, 1.2, 1.3, 1.4): I created a YouTube channel with an educational focus to house instructional content and the videos I created for this course.  I selected educational videos for my channel and categorized them by educational topic.  I also added subscriptions that featured channels that house videos that could be used in my educational setting.  I assessed YouTube videos and subscriptions to channels to determine whether they would be of educational value for my classroom setting.  I successfully categorized and organized the playlists and subscriptions on my channel for easier access when using the videos in the classroom.    

Standard 2 (Indicators 2.1, 2.2, 2.3, 2.4): Knowing the content that I need to cover with my students in their computer and library classes, I used that knowledge to carefully evaluate and select educational videos that would support classroom lessons and improve student learning and performance.  

Standard 3 (Indicators 3.1, 3.2, 3.3, 3.4): This YouTube channel was created with a knowledge of learning principles and best practices.  The video resources were selected based on learning principles and best practices so that they would optimize learning in the classroom.   The videos and subscriptions were categorized for easy accessibility and to be shared in order to improve learning in specific topic areas.  

Vlog with Closed Captioning:

Standard 1  (Indicators 1.1, 1.3, 1.4): I created a Vlog discussing the pros and cons of YouTube in education.  In this Vlog, I evaluate how YouTube can be used effectively in the educational setting and also comment on its drawbacks.  

Standard 2 (Indicators 2.1, 2.2, 2.3, 2.4): Using my knowledge of the field of education, I discuss how using YouTube can improve learning and performance outcomes for students.  I also assess the negative aspects of using YouTube in an educational setting.

Standard 3 (Indicators 3.1, 3.2, 3.3, 3.5, 3.6): This Vlog was created using research backed by educational principles and best practices made available from multiple resources.   I discuss the pros and cons of YouTube in education with an emphasis on safety for students, how it can be used appropriately in an educational setting, and some of the negative effects of the open access that is offered on YouTube.   Closed Captioning was added to this video so that those with hearing difficulties might still be able to obtain the necessary information being conveyed in the video.

Standard 5 (Indicator 5) Before creating this video and my commentary, I performed extensive reading and research in order to form my opinions.  

Short Form Educational Video:

Standard 1  (Indicators 1.1, 1.2, 1.3, 1.4): I created a short educational video for my elementary computer students to help them master identifying the parts of the computer.  This video was created using Powtoon.   

Standard 2 (Indicators 2.1, 2.2, 2.3, 2.4): This video was created with the knowledge that my students have to master identifying the parts of the computer by the fifth grade.  Using this video will enhance instruction rather than going over the information using a worksheet.  

Standard 3 (Indicators 3.1, 3.2, 3.3, 3.5, 3.6): This video was created with a knowledge of learning principles and best practices.  By using this video each school year, students will learn through repetition.  The media used in the video were found on the public domain and were properly cited.  The video was closed captioned for hearing impaired students to be able to obtain the information presented.