Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002






My refrigerator doesn't look like that...












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002

















































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002

Learning technologies should be designed to increase, and not to reduce, the amount of personal contact between students and faculty on intellectual issues.
(Study Group on the Conditions of Excellence in American Higher Education, 1984)












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002

JiTT Instructional Objectives:

Help the students to come to class prepared, engaged, motivated by
  • helping them manage study-time
  • encouraging them to study in frequent, short sessions
  • encouraging them to engage in peer instruction
  • helping them connect textbook material to the real world












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002



















































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002

WarmUps
  • submitted prior to each lesson
  • instructors read responses just-in-time
  • emphasize technical communication, real-world connection
Puzzles
  • provide closure
  • often integrate concepts
  • extensions and variations form a basis of classroom activities
Enrichment "Good For's"
  • connect to the real world
  • keep material fresh
  • seed classroom discussion













































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002
During aerobic exercising, people often suffer injuries to knees and other joints due to HIGH ACCELERATIONS. When do these high accelerations occur?
1. These injuries occur when a runner increases his/her speed and is running faster than 'normal.' People need to slowly build up to a quicker speed instead of diving right into it.

2. These high accelerations occur when you start and stop the excersices because the initial and final speed is zero. While exercising the speed of bending joints is pretty much constant; therefore, the acceleration is zero.

3. The high accelerations will occur when high velocity is achieved over a short period of time like in a leg kick. The injury probably occurs when the motion comes to an almost instant stop and the acceleration is a large negative value.












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002

SOME MORE EXAMPLES:















































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002

~ Over 170 faculty ~70 institutions ~ 30 disciplines>











































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002


GROUNDING JiTT



Education research results help

  • constructing assignments
  • developing follow-up classroom activities
  • assessment












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002
Alexander W. Astin

"What matters in college?:
four critical years revisited"
 (Jossey-Bass Publishers,1993)

The three critical factors:

  • student-student interaction
  • student-faculty interaction
  • time on task
    (done right!)"Students Learn What Students Study"












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002
Physics Warmups Probe For:(borrowed from Arons)
  • Performing Qualitative, Phenomenological Reasoning or Thinking
  • Ability to Paraphrase a Paragraph of Text
  • Understanding the Need for Operational Definitions
  • Translating Words into Written Symbols and Written Symbols into Words
  • Arithmetical Reasoning (ratios)
  • Drawing Inferences from Data and Evidence, Including Correlational Reasoning
  • Ability to Discriminate Between Inductive and Deductive Reasoning
  • Checking Inferences, Conclusions, or Results












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002
Jim Benedict uses
Cognition and Knowledge Taxonomy Table
The Cognitive Process Dimension
The Knowledge Dimension 1.
Remember
 2.
Understand
 3.
Apply
 4.
Analyze
 5.
Evaluate
 6.
Create
A. Factual Knowledge            
B. Conceptual Knowledge            
C. Procedural Knowledge            
D. Metacognitive Knowledge            



Reference: Anderson, L.W., Krathwohl, D.R., Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J. & Wittrock, M.C. (2001). A Taxonomy for Learning , Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman, 2001.












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002

What Does it Take in The Classroom?

"use of IE methods in all components of a course and tight integration of all those components, careful attention to motivational factors and the provision of grade incentives for taking IE activities seriously,

"augmentation of the teaching staff by undergraduate/graduate students,

"apprenticeship education of instructors new to IE methods,"

"early recognition and positive intervention for potential low-gain students," and

"more personal attention to students by means of human-mediated computer instruction in some areas" .

[Hake, Am. J. Phys. 66 (1), 1998, 64-74.]












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002


"Managing THE QUALITY OF CLASSROOM DISCOURSE is the single most important factor in teaching with interactive engagement methods. This factor accounts for wide differences in class FCI score among teachers using the same curriculum materials and purportedly the same teaching methods. Effective discourse management requires careful planning and preparation as well as skill and experience."

(DAVID HESTENES, AJP, JUNE 1998)












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002
Is It Working?
  • Attitudinal Gains
    • attendance up
    • student attitudes very positive
  • Cognative Gains
    • instructors report modest gains












































Just-in-Time Teaching (JiTT)



SPECIAL ISSUE

NSDL













































Just-in-Time Teaching (JiTT)

JiTT is Born
  • "Just in Time" Teaching
    • WarmUps: "Prime the Pump"; "hands-on"; motivate; guide the use of class time
    • On-line Exercises: Practice and feedback; "hands-on"; complete the learning cycle
    • GoodFors: Enrichment; motivation; application
    • Puzzles: Advanced application; fun; competition












































Just-in-Time Teaching (JiTT)

Learning technologies should be designed to increase, and not to reduce, the amount of personal contact between students and faculty on intellectual issues.
(Study Group on the Conditions of Excellence in American Higher Education, 1984)













































Just-in-Time Teaching (JiTT)
In JiTT Assignments We Probe For:(borrowed from Arons)
  • Performing Qualitative, Phenomenological Reasoning or Thinking
  • Ability to Paraphrase a Paragraph of Text
  • Understanding the Need for Operational Definitions
  • Translating Words into Written Symbols and Written Symbols into Words
  • Arithmetical Reasoning (ratios)
  • Drawing Inferences from Data and Evidence, Including Correlational Reasoning
  • Ability to Discriminate Between Inductive and Deductive Reasoning
  • Checking Inferences, Conclusions, or Results












































Concepts - Vocabulary

During aerobic exercising, people often suffer injuries to knees and other joints due to HIGH ACCELERATIONS. When do these high accelerations occur?
1. These injuries occur when a runner increases his/her speed and is running faster than 'normal.' People need to slowly build up to a quicker speed instead of diving right into it.

2. These high accelerations occur when you start and stop the excersices because the initial and final speed is zero. While exercising the speed of bending joints is pretty much constant; therefore, the acceleration is zero.

3. The high accelerations will occur when high velocity is achieved over a short period of time like in a leg kick. The injury probably occurs when the motion comes to an almost instant stop and the acceleration is a large negative value.












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002





THE FUTURE...?












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002


















































Just-in-Time Teaching (JiTT)

GIF for activity goes here












































Just-in-Time Teaching (JiTT)

JiTT Instructional Objectives:
Help the students to
  • come to class prepared, engaged, motivated
    • study-time management
    • frequent, short study sessions
    • peer instruction













































Just-in-Time Teaching (JiTT)

JiTT Instructional Objectives:
  • Motivation, Relevance, The "Real World"
    • Connect the textbook to everyday knowledge and experiences
    • Make the course relevant to students' lives today













































Just-in-Time Teaching (JiTT)

JiTT Instructional Objectives:
  • Deep Thinking and Learning
    • Critical Thinking
    • Framing and Resolving Ill-defined Problems
    • Role of High Tech Examples













































Just-in-Time Teaching (JiTT)

















































Just-in-Time Teaching (JiTT)

Common Institutional Pitfalls
  • Large class size
    • Little personal contact
    • Hard to monitor progress and motivate
    • Little feedback; often significantly delayed
  • Impersonal, hit-or-miss teaching
  • Low intrinsic motivation













































Just-in-Time Teaching (JiTT)

Advantages of JiTT
  • Personal teacher-student and student-student contact
  • Multiple, accurate, timely feedback loops
  • "Big Picture" perspective
  • Motivation for both students and teacher
  • Discipline independent
  • Bottom Line: Enhanced learning













































Just-in-Time Teaching (JiTT)

The Role of Technology in JiTT
  • Facilitate Communication
  • Sort, categorize feedback; prepare reports
  • Augment manual grading
  • Facilitate hands-on and deeper learning
    • Example: interactive graphs and charts, simulations, immediate feedback with remediation













































Just-in-Time Teaching (JiTT)

Learning Styles

The Felder-Silverman Model



Learners classified as:
sensing intuitive
visualverbal
inductivedeductive
activereflective
sequentialglobal












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002

Traditionally Science and Engineering Instruction Favors



sensingintuitive
visualverbal
inductivedeductive
activereflective
sequentialglobal












































Just-in-Time Teaching Workshop
Wisconsin Dells, October 24, 2002

Teaching to All Types

Borrowed from Felder

  • Connect theory to phenomena that relate to it (sensing, inductive, global)

  • Balance conceptual information (intuitive) with concrete information (sensing)

  • Use sketches, diagrams, etc (visual) in addition to oral and written (verbal)

  • Supplement symbolic examples (intuitive) with numerical examples (sensing)

  • Illustrate magnitudes with physical analogies and demonstrations (sensing, global)

  • Occasionally give experimental observations before presenting general principles (inductive)

  • Provide time to think about the material (reflective) and for active participation (active)

  • Encourage or mandate cooperation (fits all styles and makes employers happy)

  • Supplement the logical development of topics (sequential) with connections to other material , other courses, daily experience (global)














































Just-in-Time Teaching (JiTT)

Warmups and Puzzles


Concepts - Vocabulary - Notation
Modeling - Connecting concepts and equations
Visualization - Graphing
Estimating - Getting a feel for magnitudes
Relating physics to "common sense"
Applying Mathematical Relations - the scope of applicability


FCI - The Force Concept Inventory




























































































The Hake Factor