Introduction to Just in Time Teaching

Summary

This video introduces the concept of Just-in-Time Teaching (JITT), a pedagogical method designed to enhance student engagement and success. Developed in the 1990s, JITT utilizes web-based activities that students complete before class, followed by instructor review to tailor the in-class lesson based on student responses. The method encourages active learning through a feedback loop, integrating online resources and in-class interactions. The presentation highlights JITT’s history, framework, applications, and potential drawbacks, emphasizing its power in diverse classroom settings to foster collaboration and personalized learning.

Takeaways

• 😀 Just-In-Time Teaching (JITT) is a pedagogical method that focuses on active learning by using web-based activities and assignments to prepare students for in-class sessions.
• 😀 JITT was developed in the 1990s by Gregor Novak, Andrew Gavurin, Evelyn Patterson, and Wolfgang Christian, initially for undergraduate physics classrooms.
• 😀 The name 'Just-In-Time Teaching' is inspired by just-in-time manufacturing, which aims to minimize the time between product creation and delivery, similar to how JITT seeks to create a quick feedback loop between students and instructors.
• 😀 The core idea of JITT is to have students engage with web-based materials before class and then respond to open-ended questions, which instructors use to tailor the upcoming lesson.
• 😀 JITT emphasizes collaboration between students and instructors, creating a team-based learning environment through real-time feedback and active participation.
• 😀 Web-based activities in JITT are designed to begin the learning process before class, and instructors use the responses to adjust the in-class experience, addressing any knowledge gaps.
• 😀 Unlike distance learning, JITT involves both web-based activities and in-class interactions, ensuring that the classroom time is focused on active learning and problem-solving.
• 😀 JITT is not simply an online grading tool. It requires instructors to review student responses and adapt lessons based on their understanding, rather than merely grading assignments.
• 😀 A variety of web-based assignments are used in JITT, including warm-ups, puzzles, and enrichment activities, all aimed at preparing students for meaningful classroom discussions.
• 😀 One challenge of JITT is the time required for instructors to review student responses and adjust class activities accordingly, requiring effective time management and lesson planning.
• 😀 JITT fosters active learning environments where students' diverse backgrounds and interests are acknowledged, encouraging individual engagement and increasing the chances of success for all students.

Q & A

What is the primary goal of Just-in-Time Teaching (JITT)?

The primary goal of JITT is to create a feedback loop that connects out-of-class learning activities with in-class instruction, ensuring that students' prior knowledge and understanding are addressed before new content is introduced in the classroom.

Who developed the Just-in-Time Teaching method and when?

JITT was developed in the 1990s through a collaboration between Gregor Novak, Andrew Gavurin, Evelyn Patterson, and Wolfgang Christian, with their book 'Just-in-Time Teaching: Blending Active Learning with Web Technology' published in 1999.

How does JITT relate to just-in-time manufacturing?

JITT in teaching draws an analogy to just-in-time manufacturing, which aims to minimize the time between production and consumption by creating a fast feedback loop. Similarly, JITT focuses on rapid feedback between students' out-of-class activities and classroom instruction to optimize learning.

What types of web-based activities are involved in JITT?

Web-based activities in JITT can include reading materials, completing online assignments, warm-ups, puzzles, and enrichment activities, all designed to prepare students for in-class discussions and to generate immediate feedback for instructors.

What role do instructors play in the JITT process?

Instructors review students' responses to pre-class assignments before the class begins. This allows them to adapt the lesson in real-time, ensuring that any gaps in student understanding are addressed and that the class can focus on active learning.

What are the potential drawbacks of implementing JITT?

Some drawbacks of JITT include the time required for instructors to review assignments and adapt their lessons, as well as the challenge of managing diverse responses and creating flexible classroom environments based on those responses.

How does JITT differ from traditional lecture methods?

Unlike traditional lectures, where students passively receive information, JITT requires students to engage with web-based materials before class. This proactive learning helps instructors tailor their lessons to students' current understanding, promoting more interactive and personalized classroom experiences.

Can JITT be applied across all fields of study?

Yes, although JITT was originally developed for undergraduate physics classrooms, its applicability has expanded to various disciplines, including humanities and social sciences, due to its focus on active learning and engagement.

How does JITT encourage active learning in the classroom?

JITT encourages active learning by using the feedback from students' pre-class assignments to shape in-class activities. This ensures that classroom time is used effectively for discussions, problem-solving, and addressing specific gaps in understanding.

What is the purpose of the Google forum questions mentioned in the script?

The Google forum questions are designed to gather students' reflections on the material covered in the video. Their responses help instructors frame the in-class discussion, guiding the focus of the lesson based on students' questions and areas of interest.