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JUST IN TIME TEACHINGA 21ST CENTURY LEARNING TECHNIQUE
@ AIMS CC FALL FACULTY CONFERENCE, 2016Please navigate to LearningCatalytics.com/Demo Fill in the info (fake is fine). Session ID: 81289925
DR. JEFF LOATSMSU DENVER PHYSICS
THE EVIDENCE STANDARDTeachers can feel bombarded… I strive to be a scholarly teacher …• Apply the rigor we bring to our academic
disciplines to the discipline of teaching.
• Choose teaching methods that are strongly informed by the best empirical evidence available.
In your teaching do you have a method for holding students accountable for preparing for class?
Previous anonymous poll results (compiled):~17% → I don’t, but I ask/threaten really well~50% → I use a paper method (quiz, journal…)~11% → I use a digital method (clickers, etc.)~5% → I use Just-in-Time Teaching~17% → I have some other method
(N ~ 211)
A)B)C)D)E)
OVERVIEW1. Motivation for change2. Basics of Just-in-Time Teaching 3. Mock example4. Choose our own adventure:
a) Evidence for effectivenessb) Best tools for JiTTc) Getting student “buy-in”d) Writing good questions
5. Summaries
PHYSICS EDUCATION REVOLUTIONEric Mazur, Physicist at Harvard:
“ALL SIMILARLY (IN)EFFECTIVE…”
University of Washington
CU Boulder
University of Illinois
at Urbana-Champaign
TECHNIQUE & TECHNOLOGYTechnique:Just-in-Time Teaching
Technology:Online question & response tools
Learner Teacher
JUST-IN-TIME TEACHINGOnline pre-class assignments called WarmUpsFirst half - Students• Conceptual questions, answered in sentences• Graded on thoughtful effortSecond half - Instructor• Responses are read “just in time”• Instructor modifies that day’s plan accordingly.• Aggregate and individual (anonymous) responses
are displayed in class.
Learner Teacher
Suppose we hold one end of a slinky and let it hand down, as shown. Think about what the bottom end of the slinky will do once we release the top end.
In the few moments after the top is released, what will the bottom of the slinky do?
A) Moves up B) Moves down C) Stays put
10
WARM-UP: SLINKY DROPIn the few moments after the top is released, what will the bottom of the slinky do? From last night:~50% → Stays put (good reasoning)~50% → Misunderstood the question
Consider a typical day in your class. What fraction of students did their preparatory work before coming to class?
A) 0% - 20%B) 20% - 40%C) 40% - 60%D) 60% - 80%E) 80% - 100%
13
29%32%20%14%5%()
Week 1
2 3 4 5 6 7 8 9 10 11 12 13 14 150%
20%
40%
60%
80%
100%
WMS 390Y (N = 19)Avg. = 77%
Week 1
2 3 4 5 6 7 8 9 10 11 12 13 14 150%
20%
40%
60%
80%
100%
PSY 2850 (N = 23)Avg. = 68%
~Daily WarmUps
~Weekly WarmUps
Day 2
4 6 8 10 12 14 16 18 20 22 24 26 280%
20%
40%
60%
80%
100%
Physics 2711 (N = 24)Avg. = 72%
Day 2
4 6 8 10 12 14 16 18 20 22 24 26 280%
20%
40%
60%
80%
100%
Physics 1000 (N = 22)Avg. = 63%
WARMUP QUESTIONS• Every-day language• Occasional simple comprehension question• Mostly “higher level” questions• Any question is better than none (don’t be precious)Connections to evidence:
– Pre-class work reduces working memory load during class.
– Multimodal practice (not learning styles):JiTT brings reading, writing and discussion as modes of practice.
METACOGNITIONTwo questions in every WarmUp:First: “What aspect of the material did you find the most difficult or interesting.”Last: “How much time did you spend on the pre-class work for tomorrow?”Connections to evidence:
– Forced practice at metacognition: Students regularly evaluate their own interaction with the material.
THE JITT FEEDBACK LOOPStudent responses:• Graded on thoughtful effort• Sampled and categorized for display• Quoted anonymouslyClosing the loop:• Respond to some students digitally• Class time shifts to active engagement.
JUST-IN-TIME TEACHINGA different student role:• Actively prepare for class
(not just reading/watching)• Actively engage in class• Compare your progress & plan accordinglyA different instructor role:• Actively prepare for class with you
(not just going over last year’s notes )• Modify class accordingly• Create interactive engagement opportunities
Learner Teacher
MAZUR AFTER 1 YEAR
ELSEWHERE?
Summary Slides
A POSSIBLE PLANChoose one course you will teach next term.A. Write two questions for each class meeting:
1. One lower-level (maybe multi-choice?).One higher-level (sentences).
2. Give yourself 10 minutes to write each oneB. Write a standard (1st) metacognitive questionC. Discuss one question at the top of class, and
one in the middle. Use the metacognitive responses as break points or highlights.
MY SUMMARYJiTT may be among the easiest research-based instructional strategies that you can consistently integrate into your teaching.
From an evidence-based perspective, JiTT addresses often-neglected areas.
Be prepared to find that students know less than we might hope. (Perhaps freeing?)
YOUR SUMMARYIf you want to implement JiTT, what is your next concrete action?
Email: jeff.loats@gmail.comTwitter: @JeffLoatsSlides: www.slideshare.net/JeffLoats
JITT REFERENCES & RESOURCES
Simkins, Scott and Maier, Mark (Eds.) (2010) Just in Time Teaching: Across the Disciplines, Across the Academy, Stylus Publishing.Gregor M. Novak, Andrew Gavrini, Wolfgang Christian, Evelyn Patterson (1999) Just-in-Time Teaching: Blending Active Learning with Web Technology. Prentice Hall. Upper Saddle River NJ.K. A. Marrs, and G. Novak. (2004). Just-in-Time Teaching in Biology: Creating an Active Learner Classroom Using the Internet. Cell Biology Education, v. 3, p. 49-61.Jay R. Howard (2004). Just-in-Time Teaching in Sociology or How I Convinced My Students to Actually Read the Assignment. Teaching Sociology, Vol. 32 (No. 4 ). pp. 385-390. Published by: American Sociological AssociationStable URL: http://www.jstor.org/stable/3649666S. Linneman, T. Plake (2006). Searching for the Difference: A Controlled Test of Just-in-Time Teaching for Large-Enrollment Introductory Geology Courses. Journal of Geoscience Education, Vol. 54 (No. 1)Stable URL:http://www.nagt.org/nagt/jge/abstracts/jan06.html#v54p18
ON-DEMAND SLIDES
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