TWT Assignment 6
Interim Review, Implementation, and Reflection

Key Questions:

1. How do I request an interim review of my unit by TWT staff?
2. What are my responsibilities during and after implementation?
3. How do I know if I am done and how well I did?

1. How do I request an interim review of my unit by TWT staff?

Prior to requesting an interim review of your unit of instruction by TWT staff, please take a moment to assess your unit using the TWT Course Assessment Rubric at You have been using this rubric as a guide during your development; but it is important that you do some double-checking to be assured that it falls within the scoring range that you targeted.

Once you have aligned/scored your unit with the TWT Course Assessment Rubric and feel confident to move forward, please contact TWT for an interim review by using the online request form at ( Remember, your interim review request must be submitted by April 4, 2005 to recieve full credit on this section. When the TWT instructor(s) receives your interim request, she will review it using the Course Assessment Rubric and will also provide you feedback using that same tool (rubric).

Now you are ready to begin implementation in the classroom! Take good notes and journalize what goes on in the classroom. Make sure to document what went well and also some of the things that you would adjust or completely change. Then, at the completion of your implementation period, be sure to return to your online template and record any high points, tips, or lessons learned. Providing this extra insight into your unit is often a very useful piece for other teachers. As you implement it is also important to think about the student products you will collect and select/save the products for submission to TWT.

2. What are my responsibilities during and after implementation?

During classroom implementation of your unit, your role is to act as the facilitator. Encourage students to refocus, making sure that student interaction and collaboration are building learning communities, information is being shared, and that assessment of student learning is authentic.

Before starting project activities, ask yourself "Do I have to lead this activity, or can students?" If students can, let them, even if you think it isn't as effective as if you had done it. Guide your students forward as you step back. Expect bumps, mistakes, and wrong turns.

It is important that you and the students understand project flexibility. As the classroom facilitator you must keep your eyes and ears open for what is working and what is not. Give students time to get into the swing of new practices, adding activities or backtracking to strengthen group and management skills. Be flexible.

Classroom Instructional Management Tips


Make decisions as a group, through consensus or voting. Some decisions may need to be made by a committee only. It is acceptable for only some of the students to apply particular skills to a learning activity while other students apply other skills to parts of the learning activity. When work is divided and cooperative teams are used, it becomes common that student teams specialize in learning different things at different times.

Keep a project journal or log. This helps you manage the project and keep track of challenges and successes. This provides you with a guide for the next time you facilitate a project like this.

Project timelines are important. Students are more likely to be engaged in learning activities if they are presented with beginning and ending dates. Without specific deadlines, students have difficulty staying focused and on task. Break your project down into a series of tasks, each with its own specific deadline. It is a good idea to have a designated central area for students to record weekly goals with corresponding deadlines, perhaps a database, spreadsheet or online calendar, or banner paper taped to a wall. You may also wish to record ideas and the names of those who are exploring them. This ensures accountability and shares the responsibility with everyone working on the project.

Don’t forget to collect student products! All TWT portfolios must include at least two student samples / products that illustrate student achievement on the unit objectives. Please collect the samples that best represent your unit as you progress through the implementation. All student products will be submitted to TWT electronically—keep that in mind as go through the collection process.


3. How do I know if I am done and how well I did?

The Course Checklist is a perfect tool for determining if you have completed all the course requirements. At this point you should have completed the Unit of Instruction Template (located within the PCC) and assessed your unit components using the TWT Course Assessment Rubric. You should have or be going to request an Interim Review of your Unit Template by April 4, 2005.

Important Note: You will receive feedback on your unit via the Interim Review process. The feedback will be in the form of a completed TWT Course Assessment Rubric that is emailed to you. If you receive a score that is lower than you would like on any rubric category you can revise your unit template. Keep in mind that you MUST maintain a log of changes that you make following the Interim Review. TWT instructors will not reread a Unit of Instruction Template unless the author notifies them that changes have been made and summarizes the changes in the correspondence. Please see the notes below regarding the Interim Review:

You agree with the review but want to make changes?
Unit design templates will not be reviewed again unless we are told by you that changes have been made. If you make changes to your unit that impact the rubric score you must submit a change summary that is organized by rubric category and details out what has changed and why that moves your project up on the rubric score value.

You didn’t receive the score you thought you earned?
We are happy to engage in a conversation about how your unit design was scored. If you do not agree with or have questions on any of the rubric components please call or email (it is your responsibility to make this initial contact). In your preparations for this conversation please be sure to thoroughly review the rubric and prepare evidence that you did indeed meet the criteria listed under the point value you wish to receive. Instead of asking why you received 2 points instead of 3 in an area, you must point out specific examples within your unit design that warrant a reconsideration of the score.

In addition to the Unit of Instruction Template and the Interim Review, you will implement the project and collect student products. You will submit, to your TWT instructor, at least two student products as email attachments (if the documents are too large for email, please contact your TWT instructor for alternative arrangements). The submission of your student products signifies that you believe you have completed all the course requirements. Please do not submit your student products until you have completed everything on the Course Checklist (including returning to the Unit of Instruction Template to document tips and lessons learned, completing the PCC during administration 5, and submitting a summary of modifications if you made changes to your Unit of Instruction). Your course grade will be directly related to the Course Assessment Rubric. Remember, you must achieve at least a "C" on the rubric to be eligible for the stipend.

Congratulations on committing your time and energy to developing and implementing a technology-enriched unit of instruction in the classroom! Thanks for jumping on the TWT bandwagon as together we strive to provide quality engaged learning environments for our North Dakota kids! We truly believe that academic excellence must be acquired within the context of today's technological environment in order to fully prepare students to thrive in the Digital Age.


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