An hour-long introduction to Just-in-Time Teaching, including motivation for change, the basics of JiTT, a mock example and some of the evidence for effectiveness.

1. Just in Time Teaching
A 21st Century Teaching Technique
D r. J e f f L o a t s
P r o f e s s o r o f P h y s i c s
M S U D e n v e r

2. Join Learning Catalytics Session:
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Go to: www.LearningCatalytics.com/Demo
Enter fake info, check box. Session 29086669

3. The Evidence Standard
Teachers are bombarded with advice
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.
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4. 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)
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A)
B)
C)
D)
E)

5. Overview
1. Motivation for change
2. Basics of Just-in-Time Teaching
3. Mock example
4. Evidence for effectiveness
5. Summaries
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6. Physics Education Revolution
Eric Mazur,
Physicist
at Harvard:
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7. The 2017 Teaching Professor Conference 7
Intro. physics
courses that
use traditional
lecture are all
similarly
(in)effective.

8. The 2017 Teaching Professor Conference 8
University of
Washington
CU Boulder
University of Illinois
at Urbana-Champaign

9. Technique & Technology
Technique:
Just-in-Time Teaching
Technology:
Online question & response tools
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Learne
r
Teacher

10. Just-in-Time Teaching
Online pre-class assignments WarmUps
First half - Students
• Answer conceptual questions in sentences
• Know they’ll be graded on thoughtful effort
Second half - Instructor
• Reads responses “just in time”
• Modifies plan accordingly, brings aggregate and
individual (anonymous) responses to class.
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11. The 2017 Teaching Professor Conference 11
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

12. 12

13. Consider a typical day in your class. What fraction of
students did their preparatory work before coming to class?
~29% → 0% - 20%
~32% → 20% - 40%
~20% → 40% - 60%
~14% → 60% - 80%
~5% → 80% - 100%
(𝑁~238)
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A)
B)
C)
D)
E)

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0%
20%
40%
60%
80%
100%
WMS 390Y (N = 19)
Avg. = 77%
0%
20%
40%
60%
80%
100%
PSY 2850 (N = 23)
Avg. = 68%
WarmUps
~Daily
~Weekly
0%
20%
40%
60%
80%
100%
Day 2 4 6 8 10 12 14 16 18 20 22 24 26 28
Physics 2711 (N = 24)
Avg. = 72%
0%
20%
40%
60%
80%
100%
Day 2 4 6 8 10 12 14 16 18 20 22 24 26 28
Physics 1000 (N = 22)
Avg. = 63%

15. WarmUp Questions
• Roughly 2 content questions per hour of class
• Minimal jargon, aside from new vocabulary
• Mostly “higher level” questions (not simple recall)
• Any question is better than none
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16. Default Questions
I use two default 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?”
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17. JiTT Changes
Student changes:
Actively prepare for class, actively engage in class,
compare progress regularly.
Instructor changes:
Actively prepare for these students, modify class
time accordingly, incorporate active engagement.
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18. Mazur After 1 Year
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19. The 2017 Teaching Professor Conference 19
How did
other active
engagement
techniques
work out?

20. Summary Slides
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21. A Possible Plan
Choose one course you will teach next term.
A. Write two questions for each class meeting:
One lower-level, one higher-level.
B. Write a standard (1st) metacognitive question
C. Discuss responses as an introduction to that
topic. Use the metacognitive responses as break
points or highlights.
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22. My Summary
• JiTT 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.
• Student responses may surprise you. Be ready to
roll with what you discover.
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23. Your Summary
If you want to implement JiTT, what is your next
concrete action?
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Email: jeff.loats@gmail.com
Twitter: @JeffLoats
Slides: www.slideshare.net/JeffLoats