Changing Landscape of Teaching - SPS 4500 - April 2015Jeff Loats
This document summarizes a presentation about the changing landscape of teaching. It discusses moving away from traditional lecture-based teaching towards more interactive and evidence-based methods. It provides examples of the Just in Time Teaching method, which involves students completing preparatory work before class that instructors use to modify their lesson plans. Some key points discussed are that interactive engagement leads to better student outcomes than lectures, instructors may be reluctant to change practices for fear of student rejection, and accountability methods like pre-class assignments can improve student preparation.
Changing Landscape of Teaching - SPS 4500 - April 2014Jeff Loats
The document discusses the effectiveness of different teaching methods, specifically comparing traditional lecture-based teaching to more interactive engagement techniques. It describes a teaching strategy called Just-in-Time Teaching (JiTT) that involves students completing preparatory online assignments before class that help guide instruction. Research shows that JiTT and other active learning methods lead to improved student performance, attendance, and perceptions of learning compared to traditional lecture. While preparatory work is often neglected, JiTT provides accountability and benefits both students and instructors.
90 minute presentation on Just-in-Time Teaching, including motivation for change, evidence for effectiveness, the best tools to use, writing good questions and getting student buy-in.
eLCC - Just-in-Time Teaching - April 2014Jeff Loats
This document outlines the Just in Time Teaching (JiTT) instructional strategy. JiTT involves students completing online pre-class assignments or "warm-ups" containing conceptual questions about upcoming course material. The instructor reviews student responses just before class to modify their lesson plan based on student understanding. In class, responses are discussed to provide feedback and clarify misunderstandings. Research shows JiTT improves student preparation, engagement, attendance, and learning compared to traditional lectures. The document reviews evidence supporting JiTT's effectiveness and addresses implementation considerations.
This document discusses Just in Time Teaching (JiTT), an evidence-based instructional strategy where students complete online pre-class assignments called "warm-ups" and the instructor modifies their lesson plan based on the student responses. Research shows JiTT improves student preparation, engagement, learning, and retention compared to traditional lecture-based methods. The presenter advocates that JiTT is easy for instructors to implement and addresses important areas often neglected in teaching like student metacognition and holding students accountable for pre-class work.
Changing Landscape of Teaching - SPS 4500 - April 2015Jeff Loats
This document summarizes a presentation about the changing landscape of teaching. It discusses moving away from traditional lecture-based teaching towards more interactive and evidence-based methods. It provides examples of the Just in Time Teaching method, which involves students completing preparatory work before class that instructors use to modify their lesson plans. Some key points discussed are that interactive engagement leads to better student outcomes than lectures, instructors may be reluctant to change practices for fear of student rejection, and accountability methods like pre-class assignments can improve student preparation.
Changing Landscape of Teaching - SPS 4500 - April 2014Jeff Loats
The document discusses the effectiveness of different teaching methods, specifically comparing traditional lecture-based teaching to more interactive engagement techniques. It describes a teaching strategy called Just-in-Time Teaching (JiTT) that involves students completing preparatory online assignments before class that help guide instruction. Research shows that JiTT and other active learning methods lead to improved student performance, attendance, and perceptions of learning compared to traditional lecture. While preparatory work is often neglected, JiTT provides accountability and benefits both students and instructors.
90 minute presentation on Just-in-Time Teaching, including motivation for change, evidence for effectiveness, the best tools to use, writing good questions and getting student buy-in.
eLCC - Just-in-Time Teaching - April 2014Jeff Loats
This document outlines the Just in Time Teaching (JiTT) instructional strategy. JiTT involves students completing online pre-class assignments or "warm-ups" containing conceptual questions about upcoming course material. The instructor reviews student responses just before class to modify their lesson plan based on student understanding. In class, responses are discussed to provide feedback and clarify misunderstandings. Research shows JiTT improves student preparation, engagement, attendance, and learning compared to traditional lectures. The document reviews evidence supporting JiTT's effectiveness and addresses implementation considerations.
This document discusses Just in Time Teaching (JiTT), an evidence-based instructional strategy where students complete online pre-class assignments called "warm-ups" and the instructor modifies their lesson plan based on the student responses. Research shows JiTT improves student preparation, engagement, learning, and retention compared to traditional lecture-based methods. The presenter advocates that JiTT is easy for instructors to implement and addresses important areas often neglected in teaching like student metacognition and holding students accountable for pre-class work.
This document provides an overview of an online physical geography course taught by Professor Lisa Schmidt. The summary includes:
1) The course will cover basic elements of physical geography including climate, landforms, water, soils, native life, and their global patterns of distribution. Students will examine interrelationships between these topics.
2) Required textbooks include McKnight's Physical Geography 11th Edition and recommended materials are a world atlas and The Geography Coloring Book.
3) Assignments include weekly postings, chapter quizzes, map quizzes, exams, and a project. The course is graded on a 960 point scale and students must earn at least 60% to pass.
4
This document provides information for an online physical geography course taught by Professor Lisa Schmidt. It outlines the course details, including required textbooks, assignments, grading criteria, and contact information for the professor. Students will study the four environmental spheres of Earth - the atmosphere, lithosphere, hydrosphere, and biosphere - and their interactions. Weekly readings, discussions, and quizzes will cover these topics. The course aims to give students a foundational understanding of physical geography concepts and patterns around the world.
This document provides information for a physical geography course. It outlines important details like the professor, class times, required materials and textbooks. The course will cover topics like climate, landforms, soils and vegetation. Students will take chapter quizzes, map quizzes and exams. They will also complete a presentation project. The professor provides resources and contact information to help ensure student success in the course.
Intro fall 2015 online physical geographyLisa Schmidt
This document provides an overview of an online physical geography course taught by Professor Lisa Schmidt. It includes information about the instructor, course objectives, topics to be covered, required materials, assignments and grading, and the course schedule. Students will learn about the four environmental spheres (atmosphere, hydrosphere, biosphere, lithosphere), their interactions, and patterns of distribution around the world. Assignments include weekly postings, chapter quizzes, map quizzes, exams, and a research project. The course uses an online platform and textbook.
This document provides an overview of the syllabus for a physical geography course. It outlines important details such as the course name, reference number, meeting times, instructor contact information, and a brief description of course topics including climate, landforms, and the relationships between environmental spheres. Requirements include exams, quizzes, a presentation, and textbook readings. Grading criteria and policies on late work, absences, and academic honesty are also summarized.
This document provides an overview of the syllabus and course information for a physical geography course. It outlines the course details including the instructor's contact information, required textbooks, assignments including exams and quizzes, grading scale, and policies. The course will introduce students to the basic elements of physical geography, studying topics like climate, landforms, soils, and vegetation. Students will learn about the four environmental spheres of Earth and their interactions.
This document provides information for a Physical Geography course. It outlines important details like the professor, class times, required materials, and grading structure. Students will study the four environmental spheres of Earth - atmosphere, hydrosphere, biosphere, and lithosphere. The course will involve quizzes, exams, map quizzes, and a presentation. Students are encouraged to use campus resources and services to support their success. The syllabus provides a detailed schedule to help students stay on track.
This document provides information about a physical geography course. It outlines important details like the professor, class times and location, contact information, and required materials. The course will cover topics like climate, landforms, soils, and vegetation. Students will take chapter quizzes, map quizzes, exams, and do a presentation. The syllabus provides the grading scale and expectations for assignments, attendance, and late work. Resources are available to help students succeed.
This document provides information for Professor Schmidt's Geography 101L lab course. It outlines the course details like time, location, materials needed, and objectives. The course will use labs, exams, and mastery exercises to help students understand earth-sun relationships, weather, climate, landforms, and more. Assignments are due on Blackboard by specified dates. The grading scale, late policy, and expectations for participation, cell phone use, and academic honesty are also defined.
This document provides information for Professor Lisa Schmidt's Geography 101L lab course. It outlines the course details like time, location, materials needed, and objectives. The course will use labs, exams, and mastery exercises to help students understand earth-sun relationships, weather, climate, landforms, and more. Assignments are due on Blackboard by specified dates. The grading scale, late policy, and expectations for participation, cell phone use, and academic honesty are clearly defined.
This document provides information for Professor Lisa Schmidt's Geography 101L lab course. It outlines the course details like time, location, units, and contact information. It lists prerequisites, required textbooks and materials. The student learning outcomes are described as well as what to expect in each class, grading policies, late work policies, and other course guidelines. The document concludes with an overview of what geography is and its key fields and tools.
This document provides information for Professor Lisa Schmidt's Geography 101L lab course. It outlines the course details like time, location, materials needed, and contact information. It describes the lab objectives and topics that will be covered throughout the semester, including earth-sun relationships, weather, climate, landforms, and more. It also outlines the grading policy, expectations, and schedule for the course.
This document provides information for a geography lab course. It outlines the instructor and contact details, prerequisites, required textbooks and materials, student learning outcomes, course expectations and structure, grading policies, and the course schedule. The lab will focus on physical geography topics and provide hands-on experience investigating earth systems. Students will complete weekly lab assignments using worksheets and online submissions.
This document provides an overview of the Physical Geography 110 course. It outlines important details like the professor, class times, required textbooks, assignments, grading scale, and policies. Students will study the basic elements of physical geography including climate, landforms, water, soils, plants and animals. They will learn about the atmosphere, hydrosphere, biosphere, and lithosphere. The course uses a combination of lectures, chapter quizzes, map quizzes, exams, and a presentation to evaluate students.
This document provides information about a physical geography course taught by Professor Lisa Schmidt. The course is Geography 4 and will cover topics like plate tectonics, grid lines, and Santa Ana winds as they relate to Southern California. It meets on Thursdays from 7:00-9:50 PM. Grading will be based on exams, quizzes, maps quizzes, a presentation, and random points. The textbook is required along with materials like a pen and paper. Students will learn about the atmosphere, biosphere, soil, and lithosphere.
This document provides information about a geography lab course. It outlines:
- The course details including time, location, credits, and instructor information.
- Required materials including textbooks and additional supplies.
- Student learning outcomes which students will be able to understand and analyze various physical geography concepts.
- Course policies on grading, late work, attendance, and use of online tools for submitting assignments and exams.
This document provides information for Professor Lisa Schmidt's Geography 101L lab course. The course meets on Mondays and Wednesdays from 5:30 PM to 10:05 PM in Building 30 Room 17. Students will complete weekly lab assignments using the GEOS workbook and submit answers on Blackboard. The course aims to help students understand physical geography concepts through hands-on lab activities and mastery exercises. Grading will be based on lab assignments, exams, participation, and mastery exercises. Students are expected to follow lab protocols and academic honesty policies.
This document provides information about a 14-week online physical geography course taught by Professor Lisa Schmidt. The course will cover basic elements of geography including climate, landforms, water, soils, plants and animals. Students will study these topics and their global patterns. Assignments include weekly discussions, chapter quizzes, map quizzes and four exams. The course aims to give students an understanding of the earth's physical systems and human relationships with the environment.
This document provides an overview of a Geography 10 course at Chaffey College. The course is taught by Professor Lisa Schmidt on Tuesdays and Thursdays from 2:00-3:20 PM in the fall of 2012. The document outlines the course description, student learning outcomes, assignments including quizzes, exams and a project, grading scale, required materials, and class policies.
This document provides information about a geography lab course including:
- Details about the instructor, class times, location, and contact information.
- Prerequisites, required textbooks and materials.
- Learning outcomes which focus on understanding earth-sun relationships, weather, climate, landforms, and mapping skills.
- Course expectations including weekly lab assignments, exams, and grading criteria.
- Policies on attendance, tardiness, disruptive behavior, and academic honesty.
- Resources for students and an overview of what geography is as a field of study.
The document summarizes three 21st century teaching techniques that incorporate technology: flipped teaching, Just in Time Teaching, and the use of classroom response systems like clickers. Flipped teaching involves moving passive lecture content online and using class time for active learning. Just in Time Teaching uses online pre-class assignments and surveys student responses to modify lesson plans. Clickers encourage active learning through polling questions and peer instruction during class. The document provides examples and research supporting the effectiveness of these techniques.
This document provides an overview of an online physical geography course taught by Professor Lisa Schmidt. The summary includes:
1) The course will cover basic elements of physical geography including climate, landforms, water, soils, native life, and their global patterns of distribution. Students will examine interrelationships between these topics.
2) Required textbooks include McKnight's Physical Geography 11th Edition and recommended materials are a world atlas and The Geography Coloring Book.
3) Assignments include weekly postings, chapter quizzes, map quizzes, exams, and a project. The course is graded on a 960 point scale and students must earn at least 60% to pass.
4
This document provides information for an online physical geography course taught by Professor Lisa Schmidt. It outlines the course details, including required textbooks, assignments, grading criteria, and contact information for the professor. Students will study the four environmental spheres of Earth - the atmosphere, lithosphere, hydrosphere, and biosphere - and their interactions. Weekly readings, discussions, and quizzes will cover these topics. The course aims to give students a foundational understanding of physical geography concepts and patterns around the world.
This document provides information for a physical geography course. It outlines important details like the professor, class times, required materials and textbooks. The course will cover topics like climate, landforms, soils and vegetation. Students will take chapter quizzes, map quizzes and exams. They will also complete a presentation project. The professor provides resources and contact information to help ensure student success in the course.
Intro fall 2015 online physical geographyLisa Schmidt
This document provides an overview of an online physical geography course taught by Professor Lisa Schmidt. It includes information about the instructor, course objectives, topics to be covered, required materials, assignments and grading, and the course schedule. Students will learn about the four environmental spheres (atmosphere, hydrosphere, biosphere, lithosphere), their interactions, and patterns of distribution around the world. Assignments include weekly postings, chapter quizzes, map quizzes, exams, and a research project. The course uses an online platform and textbook.
This document provides an overview of the syllabus for a physical geography course. It outlines important details such as the course name, reference number, meeting times, instructor contact information, and a brief description of course topics including climate, landforms, and the relationships between environmental spheres. Requirements include exams, quizzes, a presentation, and textbook readings. Grading criteria and policies on late work, absences, and academic honesty are also summarized.
This document provides an overview of the syllabus and course information for a physical geography course. It outlines the course details including the instructor's contact information, required textbooks, assignments including exams and quizzes, grading scale, and policies. The course will introduce students to the basic elements of physical geography, studying topics like climate, landforms, soils, and vegetation. Students will learn about the four environmental spheres of Earth and their interactions.
This document provides information for a Physical Geography course. It outlines important details like the professor, class times, required materials, and grading structure. Students will study the four environmental spheres of Earth - atmosphere, hydrosphere, biosphere, and lithosphere. The course will involve quizzes, exams, map quizzes, and a presentation. Students are encouraged to use campus resources and services to support their success. The syllabus provides a detailed schedule to help students stay on track.
This document provides information about a physical geography course. It outlines important details like the professor, class times and location, contact information, and required materials. The course will cover topics like climate, landforms, soils, and vegetation. Students will take chapter quizzes, map quizzes, exams, and do a presentation. The syllabus provides the grading scale and expectations for assignments, attendance, and late work. Resources are available to help students succeed.
This document provides information for Professor Schmidt's Geography 101L lab course. It outlines the course details like time, location, materials needed, and objectives. The course will use labs, exams, and mastery exercises to help students understand earth-sun relationships, weather, climate, landforms, and more. Assignments are due on Blackboard by specified dates. The grading scale, late policy, and expectations for participation, cell phone use, and academic honesty are also defined.
This document provides information for Professor Lisa Schmidt's Geography 101L lab course. It outlines the course details like time, location, materials needed, and objectives. The course will use labs, exams, and mastery exercises to help students understand earth-sun relationships, weather, climate, landforms, and more. Assignments are due on Blackboard by specified dates. The grading scale, late policy, and expectations for participation, cell phone use, and academic honesty are clearly defined.
This document provides information for Professor Lisa Schmidt's Geography 101L lab course. It outlines the course details like time, location, units, and contact information. It lists prerequisites, required textbooks and materials. The student learning outcomes are described as well as what to expect in each class, grading policies, late work policies, and other course guidelines. The document concludes with an overview of what geography is and its key fields and tools.
This document provides information for Professor Lisa Schmidt's Geography 101L lab course. It outlines the course details like time, location, materials needed, and contact information. It describes the lab objectives and topics that will be covered throughout the semester, including earth-sun relationships, weather, climate, landforms, and more. It also outlines the grading policy, expectations, and schedule for the course.
This document provides information for a geography lab course. It outlines the instructor and contact details, prerequisites, required textbooks and materials, student learning outcomes, course expectations and structure, grading policies, and the course schedule. The lab will focus on physical geography topics and provide hands-on experience investigating earth systems. Students will complete weekly lab assignments using worksheets and online submissions.
This document provides an overview of the Physical Geography 110 course. It outlines important details like the professor, class times, required textbooks, assignments, grading scale, and policies. Students will study the basic elements of physical geography including climate, landforms, water, soils, plants and animals. They will learn about the atmosphere, hydrosphere, biosphere, and lithosphere. The course uses a combination of lectures, chapter quizzes, map quizzes, exams, and a presentation to evaluate students.
This document provides information about a physical geography course taught by Professor Lisa Schmidt. The course is Geography 4 and will cover topics like plate tectonics, grid lines, and Santa Ana winds as they relate to Southern California. It meets on Thursdays from 7:00-9:50 PM. Grading will be based on exams, quizzes, maps quizzes, a presentation, and random points. The textbook is required along with materials like a pen and paper. Students will learn about the atmosphere, biosphere, soil, and lithosphere.
This document provides information about a geography lab course. It outlines:
- The course details including time, location, credits, and instructor information.
- Required materials including textbooks and additional supplies.
- Student learning outcomes which students will be able to understand and analyze various physical geography concepts.
- Course policies on grading, late work, attendance, and use of online tools for submitting assignments and exams.
This document provides information for Professor Lisa Schmidt's Geography 101L lab course. The course meets on Mondays and Wednesdays from 5:30 PM to 10:05 PM in Building 30 Room 17. Students will complete weekly lab assignments using the GEOS workbook and submit answers on Blackboard. The course aims to help students understand physical geography concepts through hands-on lab activities and mastery exercises. Grading will be based on lab assignments, exams, participation, and mastery exercises. Students are expected to follow lab protocols and academic honesty policies.
This document provides information about a 14-week online physical geography course taught by Professor Lisa Schmidt. The course will cover basic elements of geography including climate, landforms, water, soils, plants and animals. Students will study these topics and their global patterns. Assignments include weekly discussions, chapter quizzes, map quizzes and four exams. The course aims to give students an understanding of the earth's physical systems and human relationships with the environment.
This document provides an overview of a Geography 10 course at Chaffey College. The course is taught by Professor Lisa Schmidt on Tuesdays and Thursdays from 2:00-3:20 PM in the fall of 2012. The document outlines the course description, student learning outcomes, assignments including quizzes, exams and a project, grading scale, required materials, and class policies.
This document provides information about a geography lab course including:
- Details about the instructor, class times, location, and contact information.
- Prerequisites, required textbooks and materials.
- Learning outcomes which focus on understanding earth-sun relationships, weather, climate, landforms, and mapping skills.
- Course expectations including weekly lab assignments, exams, and grading criteria.
- Policies on attendance, tardiness, disruptive behavior, and academic honesty.
- Resources for students and an overview of what geography is as a field of study.
The document summarizes three 21st century teaching techniques that incorporate technology: flipped teaching, Just in Time Teaching, and the use of classroom response systems like clickers. Flipped teaching involves moving passive lecture content online and using class time for active learning. Just in Time Teaching uses online pre-class assignments and surveys student responses to modify lesson plans. Clickers encourage active learning through polling questions and peer instruction during class. The document provides examples and research supporting the effectiveness of these techniques.
Many Chances to Fail - Technology and Effective Feedback - AASCU July, 2013Jeff Loats
This document discusses effective feedback techniques in education, specifically Just-in-Time Teaching (JITT) and Peer Instruction using clickers. JITT involves students answering conceptual questions online before class, which allows the instructor to modify their lesson based on student responses. Peer Instruction uses clickers to poll students with conceptual questions during class, having them discuss answers with peers before revoting. Both techniques provide immediate feedback and require iterative learning, which research shows improves learning outcomes over traditional lectures that lack timely feedback.
Aapt summer 2012 active engagement materials for subatomic physicsJeff Loats
This document describes materials being developed through an NSF grant to bring active learning strategies to nuclear and particle physics courses. The materials include pre-lecture questions, conceptual in-class questions, estimation exercises, small projects/case studies, and conceptual exam questions. These materials are designed around strategies like Just-in-Time Teaching and Peer Instruction that have been shown to improve student learning in other contexts. Examples of each type of material are provided. The goal is to test, use, modify, and share these materials widely to improve physics education.
TLTS 2015 - JiTT - A Strategy For Success - Oct 2015Jeff Loats
Slides from a 40-minutes panel presentation discussing the effectiveness of Just-in-Time Teaching across many disciplines, levels of courses and course-types.
Presenters:
Arlene Sgoutas
Jeff Loats
Randi Smith
Courtney Rocheleau
USAFA - JiTT Success Brown Bag - Aug 2014 - Jeff LoatsJeff Loats
This document discusses the Just-in-Time Teaching (JiTT) method. JiTT involves students completing preparatory work before class and instructors modifying class plans based on student responses. The presenter argues that JiTT aligns with evidence-based teaching practices by reducing working memory load, incorporating multiple learning modes, and fostering metacognition. Data from various courses found that JiTT correlates with higher exam scores and that most students report it helps their preparation, engagement, and learning. The presenter emphasizes consistently implementing JiTT's structure and demonstrating its value to students.
CHECO Retreat - Changing landscape of teachingJeff Loats
Dr. Jeff Loats presented on blended learning initiatives and evidence-based teaching techniques involving technology. He discussed the blended learning initiative at MSU Denver which focuses on introductory courses and provides sustained support for instructors. Three key techniques were covered: Just-in-Time Teaching using pre-class assignments, classroom response systems like clickers, and flipped teaching with videos assigned as homework. The presentation emphasized combining techniques and adopting practices supported by research evidence to improve student learning over traditional lecture-based methods.
Clickers and active engagement sociology - jeff loatsJeff Loats
This document discusses using clickers or classroom response systems to increase active engagement in large sociology courses. It provides evidence that clickers can improve learning outcomes when used consistently with good questioning techniques. Examples of effective questioning techniques include peer instruction, polling, and adding metacognition. The document encourages starting small with clickers and providing support and incentives to demonstrate their value for both instructors and students.
Many Chances To Fail - TA Workshop for WMS - Jeff LoatsJeff Loats
This document discusses effective feedback techniques in teaching, specifically Just-in-Time Teaching (JITT) and Peer Instruction using clickers. JITT involves students answering conceptual questions online before class, which allows the instructor to modify their lesson based on students' responses. Peer Instruction uses clickers for in-class polling questions to encourage discussion between students. Studies show these techniques improve student preparation, engagement, learning and retention compared to traditional lecture-based methods by providing more immediate feedback.
Just in time teaching a 21st century brain-based technique - jeff loats - l...Jeff Loats
Just in Time Teaching (JiTT) is a technique that uses online pre-class assignments called "WarmUps" to promote student preparation and engagement. Students answer conceptual questions about upcoming material before class. Instructors review responses to modify lessons and discussions accordingly. Research shows JiTT improves student preparation, attendance, and learning across disciplines from physics to art history. While the initial time investment is large, JiTT addresses brain-based learning principles in ways traditional lectures often neglect. Students report WarmUps make them better prepared and help them learn.
Active Engagement Using Classroom Response Systems - CSU Pueblo - Jeff LoatsJeff Loats
This document discusses the use of classroom response systems, also known as clickers, to promote active engagement in university courses. It provides an overview of techniques like peer instruction and thought questions that can be used with clickers. The evidence suggests that clickers help students learn and perform better on assessments by encouraging participation and concentration. While clickers are effective, the presenter emphasizes that pedagogical techniques are more important than the technology itself, and instructors should start small and focus on conceptual understanding over factual recall.
Located in central Puerto Rico, Morovis has a population of over 32,000 people. Spread across 13 wards, the town was officially founded in 1818 with the construction of a church and public buildings. Morovis earned the nickname "the island except Morovis" after it was the only municipality that did not suffer from a cholera epidemic in 1853. Points of interest include the Cabachuelas Cave with prehistoric paintings and Casa Bavaria, a German restaurant located over 2,000 feet in the mountains. The town celebrates various festivals throughout the year including the Tribute to Don Felo in May and the Cuatro Festival in July.
The document provides information about rooms, amenities, dining options, spa services, and activities at The Ritz-Carlton in San Juan, Puerto Rico. It includes details about 416 rooms and suites with ocean, garden or city views. Dining options include BLT Steak, Il Mulino New York, Mares, and The Ocean Bar & Grill. The spa has 11 treatment rooms and offers therapies to rejuvenate the body. Children's programs, tennis courts, a fitness center, pools, and a casino are among the recreational activities available. Nearby attractions include El Morro Fortress, the Bacardi Rum Distillery, and El Yunque Rain Forest.
This document contains descriptions of several financial controller roles. The roles involve overseeing all accounting functions including financial accounting, forecasting, and project work. They require advising on acquisitions and business decisions, providing commercial direction and analysis to company leadership, and managing accounting teams. Responsibilities include preparing financial reports, managing cash flow, drafting board materials, and overseeing payroll, VAT, and cashbook functions.
MDD - JiTT - Workshop - January 2015 - Jeff LoatsJeff Loats
This document summarizes a workshop on Just-in-Time Teaching (JiTT). JiTT is a teaching method that uses online pre-class assignments, called WarmUps, to actively engage students with course material before class. WarmUps consist of conceptual questions that students answer in sentences. Instructors then modify their lesson plans based on student responses. Studies show JiTT increases student preparation, engagement, and learning compared to traditional lecturing. The workshop discussed the basics of JiTT, provided examples, and reviewed evidence of its effectiveness from multiple institutions and disciplines.
Changing Landscape of Teaching - SPS 4500 #1 - Jeff LoatsJeff Loats
This document summarizes a lecture on improving teaching methods through active engagement and classroom technology. The lecture discusses challenges with traditional teaching approaches and promotes techniques like classroom response systems and peer instruction. Research evidence suggests these methods improve student concentration, learning, and exam scores by encouraging participation and feedback. While technology alone does not guarantee better outcomes, integrating tools to support active learning has been shown to address areas often neglected in large lectures.
COLTT 2015 - Just-in-Time Teaching - Part 2 - Making It Shine - Aug 2015Jeff Loats
A second session, focusing on how to make the technique really work in the classroom. Topics: JiTT recap, participant questions, what tool to use, getting student buy-in and writing good questions.
This presentation focuses less on what JiTT is and the evidence for its effectiveness..
TLTS 2014 - Just-in-Time Teaching - Oct 2014 - Jeff LoatsJeff Loats
This document discusses Just-in-Time Teaching (JiTT), a teaching method where students complete online assignments before class to prepare. In class, instructors modify their lesson plans based on students' pre-class work responses. Studies show JiTT increases student preparation, engagement, and learning compared to traditional lecturing. The document provides an example of how JiTT works in a physics class and encourages instructors to try implementing JiTT to make their teaching more evidence-based.
Teacher-Scholar Forum - Just in Time Teaching - feb 2013 - jeff loatsJeff Loats
The document describes Just in Time Teaching (JiTT), a 21st century teaching technique where students complete online pre-class assignments and the instructor modifies lessons based on students' responses. JiTT aims to increase student preparation, communication between students and instructors, student ownership of learning, and a collaborative learning community. Research shows JiTT improves student learning outcomes, class engagement, and effective use of study time compared to traditional lecturing.
Just-in-Time Teaching @CCD - Oct 2013 - Jeff LoatsJeff Loats
This document describes a teaching technique called Just in Time Teaching (JiTT) used at Community College of Denver. JiTT involves students answering conceptual questions online before class, which allows the instructor to modify their lesson plan based on the responses. Studies show JiTT increases student preparation, engagement, and learning compared to traditional lectures. The instructor advocates using online question and response tools to implement JiTT and provides examples of effective warm-up questions and feedback to students.
Just in Time Teaching - A 21st Century Learning Technique - COLTT 2013Jeff Loats
This document provides an overview of Just in Time Teaching (JiTT), an evidence-based instructional strategy that uses online pre-class assignments to actively engage students with course material before class. The strategy aims to improve student preparation and in-class participation by having instructors modify lesson plans based on students' pre-class responses. Research shows JiTT can increase content knowledge, improve time management skills, and make students more engaged both before and during class. The document outlines the basic JiTT process, reviews supporting evidence from multiple disciplines, and addresses potential barriers to implementation.
Just-in-Time Teaching - CoLTT 2014 - August 2014Jeff Loats
This document discusses Just-in-Time Teaching (JiTT), an evidence-based instructional strategy that uses online pre-class assignments called WarmUps to actively engage students and hold them accountable for preparing for class. JiTT involves students answering conceptual questions before class, which allows instructors to modify their lesson plans based on students' responses. Research shows JiTT improves student preparation, class engagement, and learning across many disciplines. While implementation requires effort, JiTT addresses issues like student preparation and promotes evidence-based teaching practices.
OLC Blended Conf - JiTT In Two Classes - July 2014 - Loats, JiangJeff Loats
This document summarizes the results of a study comparing the Just-in-Time Teaching (JiTT) pedagogical approach in a sociology course and a physics course. Key findings include: moderate to strong correlations between WarmUp assignment scores and exam performance; positive student feedback on preparation, engagement, and learning; and marginally higher average exam scores for the sociology JiTT experimental group compared to a control group. Important confounding factors between the courses were also noted. The presentation concludes with student quotes praising JiTT and considerations for implementing JiTT assignments.
A discussion of Scholarly Teaching, with a focus on three areas:
- Active engagement during class time
- Effective preparation (students & instructors)
- Feedback loops and iterative learning
Many Chances to Fail - TA Workshop for WMS - April 2014Jeff Loats
This document discusses effective teaching techniques that utilize technology and feedback loops. It describes two such techniques: Just-in-Time Teaching (JITT), which uses online pre-class assignments and modifies lessons based on student responses, and Peer Instruction with clickers, which allows interactive engagement through polling questions. Research shows that when implemented well, these methods improve student preparation, engagement, learning, and retention compared to traditional lecture-based methods by incorporating frequent feedback.
Just in Time Teaching - Jeff Loats @ LMUJeff Loats
Just in Time Teaching (JiTT) is a teaching strategy that uses online pre-class assignments called "WarmUps" to promote student preparation and engagement. Students complete WarmUps before class that assess their understanding of new material through questions. Instructors review student responses and modify class plans accordingly. Research shows JiTT improves student preparation and conceptual understanding compared to traditional lectures across many disciplines like physics, biology and art history. While the technology used can vary, the core JiTT approach focuses on the evidence-backed benefits of pre-class work, in-class feedback loops and interactive learning.
JiTT - Tilting Classes Across the Academy - COLTT 2016Jeff Loats
Myself and two colleagues present on the basics of Just-in-Time Teaching as well as the preliminary results of our research on the effectiveness of JiTT in different disciplines and for different types of students (as measured by the BIg Five personality traits).
Flip the Classroom in ELT: Gimmick or RevolutionDon Hinkelman
Is the current movement to "flip the classroom" an important revolution or a trendy gimmick? Don Hinkelman and Goh Kawaii present their views from a Japan perspective in the field of English Language Teaching (ELT). In the overview of flipped teaching, many images borrowed from other presentations.
Many Chances to Fail: Scholarly Teaching in Physics - CO/WY AAPT - April 2014Jeff Loats
This document summarizes a presentation on using evidence-based teaching methods in physics courses. The presentation advocates applying rigorous standards to teaching as in research. It discusses techniques like Just-in-Time Teaching and clicker questions that encourage active learning through iterative practice with feedback. These methods aim to give students multiple low-stakes chances to test their understanding before high-stakes exams, by engaging them in preparation, peer discussion, and online homework with immediate feedback.
Being a Successful Instructor - New Affiliate Orientation - January 2020Jeff Loats
1. The document discusses effective teaching strategies for instructors, focusing on incorporating active learning techniques into classroom time rather than relying solely on lectures.
2. It recommends that instructors apply scholarly rigor to their teaching approach, using evidence-based methods such as active engagement of students during class through think-pair-shares, writing activities, and questions.
3. Specific techniques mentioned include using "active pauses" - short writing or discussion breaks inserted into lectures - to keep students mentally engaged throughout the class period.
Successful Teaching, Learning and Design - Cat I & Cat II Orientation - Augus...Jeff Loats
This document summarizes key points from a presentation on evidence-based teaching techniques. It discusses moving active learning elements, like preparation and engagement, outside of class time to allow for more discussion and inquiry during class. Drawing from studies, it shows that techniques like providing feedback, embracing failure, and iterative learning can significantly improve student performance compared to traditional lecture-based teaching. The presentation challenges faculty to follow evidence and engage in scholarly teaching practices.
Being a successful instructor - Affiliate orientation - August 3rd 2018Jeff Loats
The document discusses effective teaching strategies for instructors. It emphasizes applying scholarly rigor to teaching as well as choosing evidence-based teaching methods. Some key strategies discussed include incorporating active learning during class time through think-pair-shares, questions, and other interactive techniques. The document encourages instructors to limit straight lecture to less than 40% of class time based on research showing other approaches improve student learning and engagement. It challenges instructors to reflect on their teaching methods and try incorporating brief active pauses within lectures to make them more interactive.
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Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Changing Landscape of Teaching - COPS 4500 - Oct 2014
1. THE CHANGING LANDSCAPE OFTEACHING
@SPS 4500
…
OCTOBER 17TH, 2014
DR. JEFF LOATS
DEPARTMENT OF PHYSICS
2. WARM-UP: BORNVS. MADE
"I've had great teachers and awful teachers... the
whole spectrum. The ones that are great seem
to have a natural knack for it while others seem
to have been born clueless about how to teach.
I'm not sure there will ever be teaching methods
that will make a bad teacher into a good one."
A) Teaching ability is essentially innate
B) Teaching ability is a matter of desire, effort
and time spent.
3. WARM-UP: BORNVS. MADE
“Maybe that teacher was just not for your learning
style. I am sure that either the professor just seemed
too dry for your taste, the content was probably not
appealing to you like you thought. But the professor
will adapt to their ways of teaching and maybe talking
with them and letting them know you're not getting
the content being administered in the course and
maybe you will be able to find a way to obtain that
information through different forms of teaching. Just
got to let the professor know of this. ”
8. WARM-UP: LECTURETIME
Think about the "average" college class you
have had. What fraction of class time was spent
on lecture-based delivery of content?
A) 0% - 19%
B) 20% - 39%
C) 40% - 59%
D) 60% - 79%
E) 80% - 100%
2%
10%
13%
38%
37%
(82 others)
9. ASIDE: LEARNING STYLES
Do you have a learning style?
In short: The evidence that learning styles actually exist
is very thin and “What this means for instructors, Mr.
Pashler says, is that they should not waste any time or
energy trying to determine the composition of learning
styles in their classrooms.”
References:
• “Matching Teaching Style to Learning Style May Not
Help Students” article by David Glenn
• YouTube: Learning Styles Don’t Exist
• Scholarly review: “Learning styles: Concepts and
evidence”, Pashler et al, 2008
10. THE EVIDENCE STANDARD
12
Teachers can feel bombarded…
I strive to be a scholarly teacher …
• Apply the rigor we bring to the discipline of
physics to the discipline of teaching.
• Choose teaching methods that are strongly
informed by the best empirical evidence
available.
Contrast teaching your subject with treating
diabetes
13. 15
University of Washington
University of Colorado
University of Illinois
at Urbana-Champaign
14. Think about an the “typical” college class you’ve
had. Is there a method for holding students
accountable for preparing for class?
A) Stern threats and/or playful pleading.
B) A paper method (quiz, journal, others?)
C) A digital method (clickers, others?)
D) Just in Time Teaching.
E) Some other method.
16
18%
49%
10%
5%
17%
From
~190
others
15. JUST INTIMETEACHING
Online pre-class assignments
(“WarmUps”)
First half:
• Conceptual questions, answered in sentences
• Graded on thoughtful effort
Learner Teacher
17
16. JUST INTIMETEACHING
Online pre-class assignments
(“WarmUps”)
First half:
• Conceptual questions, answered in sentences
• Graded on thoughtful effort
Second half:
• Responses are read “just in time”
• Instructor modifies the plan accordingly
• Aggregate and individual (anonymous)
responses are displayed in class.
Learner Teacher
18
17. JUST INTIMETEACHING
A different student role:
• Actively prepare for class
(not just reading/watching)
Learner Teacher
• Actively engage in class
• Compare your progress & plan accordingly
A different instructor role:
• Actively prepare for class with you
(not just going over last year’s notes )
• Modify class accordingly
• Create interactive engagement opportunities
19
18. Students have developed a robot dog
and a robot cat, both of which can
run at 8 mph and walk at 4 mph.
A the end of the term, there is a race!
The robot cat must run for half of its
racing time, then walk.
The robot dog must run for half the
race distance, then walk.
Who wins the race? Why?
20
19. WARM-UP: ROBODOG VS. ROBOCAT
Predict which one will win the race, and explain
why you think so.
~1/4 → Robocat!
~0/4 → Robodog!
~3/4 → They tie!
~0/4 → Can’t tell!
Others before you…
~12% → Good math
~4% → Bad math
~27% → Good reasoning
~35% → Bad reasoning
~19% → Invalid arguments
20. WARM-UP: ROBODOG VS. ROBOCAT
“Cats rule - dogs drool!”
“Robot dog. Because dogs naturally walk more
thaan cats. ”
“The cat--it won the flip of the coin.”
“The cat.... To be honest, I used the resources I
have and asked my colleague who is a physics
major.”
21. WARM-UP: ROBODOG VS. ROBOCAT
“They tie. The are both running half of the
course and walking the other half. If the racing
time has been predetermined (wouldn't you
have to, to get half of it?) then running half of it
and walking half of it would be the same as
running half of the course and walking half of
the course. (I kept changing my mind, still not
sure, but my 10 minutes has been up for some
time!)”
22. WARM-UP: ROBODOG VS. ROBOCAT
“The cat. The fact the cat is programed to run for
half of its racing time will probably mean that it
will get past the half way point, but by the time
it starts to walk, it will be much further ahead
than the dog (considering it runs 8 mph). ”
23. WARM-UP: ROBODOG VS. ROBOCAT
“The robot cat will win. My reasoning for this is:
-the dog will run for half the distance, but then
walk the rest, which means he will be walking
the same amount of distance but that also
means that will take him longer to do the last
half of the race.
-the cat will run, no matter what, half the time,
so her walking time is definitely less than the
dogs walking time”
24. For your “typical” college class, estimate the
fraction of students who do their preparatory
work before class?
A) 0% - 20%
B) 20% - 40%
C) 40% - 60%
D) 60% - 80%
E) 80% - 100%
26
28%
33%
21%
13%
5%
~215
others
25. Mean on 1-5 scale
STUDENT SURVEY RESULTS
How did WarmUps affect your...
Preparation Engagement Learning
Preparation for class 4.06
Engagement during
class 3.93
Learning the material 3.79
N = 781
9% 10%
81%
10%
18%
73%
10%
22%
68%
100%
80%
60%
40%
20%
0%
Harmful Neutral Helpful
26. MORE ON JITT?
Much more information to be had:
• Theoretical basis for effectiveness
• Empirical evidence for effectiveness
• Writing good questions
• Best and worst implementation tools
• Practical questions and pitfalls
28
29. MY SUMMARY
31
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.
We must be prepared to find that students know
less than we might hope. (Perhaps freeing?)
30. YOUR SUMMARY
For yourself… or to share?
What one “nugget” do you most want to keep from
our discussion today?
Contact Jeff: Jeff.Loats@gmail.com
Slides: www.slideshare.net/JeffLoats
32
31. JITT REFERENCES & RESOURCES
33
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 Association
Stable URL: http://www.jstor.org/stable/3649666
S. 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
Editor's Notes
From: http://www.danpink.com/2010/11/the-3-rules-of-mindsets/
Dweck’s broad argument is that what people believe shapes what they achieve — mostly irrespective of their innate talent. Some people, she says, have a fixed view of intelligence: They believe that intelligence is an entity, that we’re each endowed with a particular finite supply. Others have a growth view of intelligence: They believe that intelligence can expand through practice and effort.
Your starting assumption about intelligence — your mindset, as she calls it in a popular book — heavily determines what you’re able to accomplish. And people with growth mindsets generally accomplish more and learn more deeply.
In the lecture, Dweck set out three rules that nicely summarize the differences between the two mindsets along with quotations from students that demonstrate the rules.
RULE #1
Fixed mindset: Look clever at all costs. (“The main thing I want when I do my school work is to show how good I am at it.”)
Growth mindset: Learn, learn, learn. (“It is much more important for me to learn things in my classes than it is to get the best grades.”)
RULE #2
Fixed mindset: It should come naturally. (“To tell you the truth, when I work hard at my school work it makes me fee like I’m not very smart.”)
Growth mindset: Work hard, effort is key. (“The harder you work at something, the better you’ll be at it.”)
RULE #3
Fixed mindset: Hide your mistakes and conceal your deficiencies. (After a disappointing exam score, “I’d spend less time on this subject from now on. I’d try not to take this subject ever again, and I would try to cheat on the next test.”)
Growth mindset: Capitalize on your mistakes and confront your deficiencies. (After a disappointing exam score, “I’d work harder in this class and spend more time studying for the tests.”)
From video:
~90% of students believe it
It is close to something that IS right
Confirmation bias!
Bombarded: hybrid courses, brain-based learning, blended courses, technology in the classroom, learner-centered teaching, etc.
About ~20 years ago, physics teachers began treating education as a research topic!
Their findings were pretty grim
"But the students do fine on my exams!“
It appeared that students had been engaging in “surface learning” allowing them to solve problems algorithmically without actually understanding the concepts.
Was this just at Harvard (silly question)!
Data from H.S., 2-year, 4-year, universities, etc.
0.23 Hake gain on the FCI means that of the newtonian physics they could have learned in physics class, they learned 23% of it.
Conclusion: Traditional physics lectures are all similarly (in)effective in improving conceptual understanding.
Enter Physics Education Research:
An effort to find empirically tested ways to improve the situation.
Jeff’s results: Depending on the class 60-80% of my students do their WarmUps, self-reporting that they spend ~40 minutes reading/responding (very consistent average)
Others results come from ~ 40 faculty, ~30 higher ed technology folks and ~10 students
For this group:
Is this just about new energy being put into an old class?
(This is a difficult confounding factor in assessing new teaching techniques.)
Is this just about new energy being put into an old class?