What is JiTT?
JiTT
is an inductive method of teaching that promotes active learning. JiTT is based
on the constructivists’ theory that hypothesizes each learner builds new
learning using previous knowledge and experience. In this teaching method the
instructor focuses on uncovering students prior knowledge, attitudes and
misconceptions about a subject and using that data to construct a classroom
lesson (Novak, 2011). Students are given a provocative question to answer
shortly before the class meets and are asked to send their answers via the
internet to the instructor who will analyze the answers and develop a lesson
plan for the class based on the determination of what knowledge, attitudes or
misconceptions require addition clarification.
Where did it come from?
JiTT
was developed by a coalition of physics teachers from the US Air Force Academy,
Indiana University-Purdue University and Davidson College during the 1990's (Prince & Felder, 2007, February 15).
Why use JiTT?
JiTT encourages student
reflection on the subject matter, preparation for class, appreciation of other
students differing opinions, and affords students an opportunity to participate
in shaping class activities (Novack, 2014, March 06). In addition, JiTT has been shown to increase
classroom participation, reduce student “drops” in science classes
by 35-40%, result in higher pretest vs. post-test
scores than traditional lectures, and increase class attendance.(Nilson, 2010; Novack, 2011; Prince & Felder, 2007, February 15).
What’s my role as an instructor?
The
instructor adopts the role of facilitator when employing the JiTT method. The
instructor must design a provocative question, prior to class, that is engaging
to students, measures student knowledge and uncovers misconception about the
subject matter. In addition, the instructor must evaluate the answers students
provide and change the lesson plan according to the learning needs of the class
(Thomas, 2011).
Must it be an individual or group assignment?
The
post class warm up question is answered by each individual student but
encourages group discussion in the classroom (Nilson, 2010).
How do I prepare my students?
Explain
the concept and process of JiTT to your students and point out how their responses
to the pre-class "warm up" questions will assist in shaping each classes lesson plan.
Teaching Tip
Provide your students with a provocative question that
requires reflection on prior experiences and knowledge. A good question
should have some ambiguity and not be easily answered by a quick web search.
Critique and Controversy: What do you think ?
1- Is this method too time
consuming for large classes.
2- Is JiTT only useful for
teaching higher level concepts?
3- Are teachers taking a shortcut
when they use course management software to tabulate answers to questions
rather manually sorting through answers to develop insight into the student?
Below is a link to an
interesting talk on Just-in-Time Model of Learning at the 2010 ASTC Annual
Conference by Jon Miller, director of the International Center for the
Advancement of Scientific Literacy at Michigan State University.
LINK
References
Formica, S. P., Easley, J.
L., & Spraker, M. C. (2010). Transforming common-sense beliefs into
Newtonian thinking through Just-In-Time Teaching. Phys. Rev. ST Phys. Educ.
Res., 6(2). http://dx.doi.org/10.1103/physrevstper.6.020106
Prince, M. & Felder, R. (2007, February 15). The many faces of inductive teaching
and learning. National Science Teachers Association (NSTA). NSTA WebNews Digest, Journal of College Science Teaching. Retrieved
from http://www.nsta.org/publications/news/story.aspx?id=53403
Nilson, L. B., (2010).
Teaching at its best: A research-based resource for college instructors. San
Francisco: Jossey-Bass.
Novack, G. M. (2014, March
06). Just-in-time teaching: an interactive engagement pedagogy. Edutopia. Retrieved from http://www.edutopia.org/blog/just-in-time-teaching-gregor-novak
Novak, G. M. (2011).
Just-in-time teaching. New Directions For Teaching & Learning, 2011(128),
63-73. http://dx.doi.org/10.1002/tl.469
Thomas, J. R. (2011).
Just-in-time teaching: Across the disciplines, across the academy (new pedagogies
and practices for teaching in higher education) - Edited by Scott Simkins and
Mark H. Maier. Teaching Theology &
Religion, 14(3), 303–304.
http://dx.doi.org/10.1111/j.1467-9647.2011.00733.x
Patricia,
ReplyDeleteThe JiTT learning method definitely has its place. But if the question given to the students to respond to is too open-ended (you used the word "provocative"), then you get opinions, perceptions, and values rather than a representative sampling of students' understanding of factual material. It is then difficult for the teacher to formulate a plan on how to turn around misinterpretations or misconceptions. For example, if you ask students: "How can we reduce the number of cases of Enterovirus D68?" the responses will be based on students' understanding of viruses and how they work. If students reply by saying that antibiotics should be used, the teacher would then be able to clarify how antibiotics are ineffective on viruses. But if the "provocative" question is: "How are the attitudes and actions of the three generations of women in Michael Cunningham's 'The Hours' consistent or inconsistent with societal mores of the times in which they live?" students will respond with beliefs and values -- i.e., there is no "right" or "wrong" answer. In short, the teacher needs to calibrate the right question to ensure that he can address student responses in a meaningful and timely manner.
Thank you for your comment.Composing the right question is key. A teacher has to construct the questions with the course outcome in mind but always with a goal of engaging the student. I used provocative as a synonym for challenging, stimulating-maybe because the word usually demands a reader’s attention! Often more than one question will be needed to further the students thought processes. Below is an example of a question for a biology class taken from Just-in-time Teaching: Across the Disciplines, Across the Academy, which is available as an ebook through ATSU Library.
Delete“Allison is driving with her parents, Kate and Bob, when they get in a serious car accident. At the emergency room, her doctor (you) tells Allison that her mother is fine, but her father has lost a lot of blood and will need a blood transfusion. Allison volunteers to donate blood, and you tell her that her blood type is AB. Bob is type O. (a) Can Allison donate blood to Bob? Why or
Why not? (b) Allison, who is a biology student, begins to wonder if she is adopted.”
What would you tell her and why? (Just-in-time Teaching: Across the Disciplines, Across the Academy, 2010).
In teaching a clinical course, I would accompany the JiTT question with a story or a case study using my clinical experience because a story serves to draw in even the most distracted student-everyone likes a good story. However, I would qualify the question with additional questions to guide the students thought processes and encourage a deeper level of thought. Definitely a time consuming exercise, but one that rewards the teacher with the knowledge that he or she is really facilitating learning.
Just-in-time Teaching: Across the Disciplines, Across the Academy. (2010). Sterling, Va: Stylus Pub.