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.
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.
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.
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.
Giving The Physics Bug To Elementary Education Studentscorptocorp
The document discusses creating a physics course for elementary education students to increase their confidence and understanding of basic physics concepts. It describes the course structure, topics covered, hands-on activities and labs used, and positive feedback from students. The goals are to attract students to the course, use teaching methods consistent with how they will teach, and give students an appreciation of physics concepts without an extensive math background.
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.
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.
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.
Giving The Physics Bug To Elementary Education Studentscorptocorp
The document discusses creating a physics course for elementary education students to increase their confidence and understanding of basic physics concepts. It describes the course structure, topics covered, hands-on activities and labs used, and positive feedback from students. The goals are to attract students to the course, use teaching methods consistent with how they will teach, and give students an appreciation of physics concepts without an extensive math background.
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.
This document provides an overview of a distance education course. It begins with an agenda for the week's class including a group work contract, an assignment presentation on theories of distance education, and a discussion of technologies used in distance education like web 2.0, LMSs, and online and web-based learning. It then reviews key concepts of distance education and asks students questions to check their understanding. Examples of hybrid learning models are provided and the advantages of hybrid instruction for both teachers and students are outlined. Finally, frameworks for e-learning are introduced covering pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional dimensions. Behaviorist, cognitivist, and constructivist learning theories
This document provides an overview of strategies and frameworks for improving learning for all students. It discusses reviewing and revising school plans, collecting student information to inform classroom learning, collaborating in co-teaching models, and ensuring approaches meet the needs of diverse learners through strengths-based assessments and the universal design for learning. Specific co-teaching models like one teach one support are presented to facilitate collaborative problem-solving between teachers. The goal is to shift toward an inclusive model that supports students within the regular classroom.
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
This document discusses strategies for supporting student diversity and improving instruction. It summarizes research showing that the highest performing school systems focus on improving teacher quality through coaching, professional collaboration, and learning communities. Examples are provided of collaborative practices like information circles that allow teachers to share expertise and develop targeted instructional plans to meet student needs. Evidence suggests that giving students choice in how they demonstrate understanding increases engagement, effort and learning.
The document discusses assessment for learning (AFL) strategies presented by Faye Brownlie to educators in Vancouver School District. It provides learning intentions for attendees, which include being able to name and describe the 6 AFL strategies and understand how to embed them seamlessly into teaching. Descriptions and examples are given of various AFL strategies like learning intentions, success criteria, self-assessment, and providing descriptive feedback. The presentation aims to help teachers improve student learning through more effective use of assessment practices.
These materials were created as a final product of Erasmus Plus project 'Drop Out - Coaching at School'. They might be useful for all teachers and educators working woth students at risk of drop out.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
AMATYC 41st Annual Conferene New Orleans, LA, Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
The document discusses assessment for learning (AFL) strategies used by teachers in Vancouver School District. It describes 6 key AFL strategies: 1) learning intentions, 2) criteria, 3) descriptive feedback, 4) questions, 5) self and peer assessment, and 6) ownership. Several teachers provide examples of how they implement these strategies in their classrooms to engage students and help them learn essential concepts. The strategies are aimed at making student learning more effective.
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.
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.
The document provides an orientation for a physical science classroom, outlining topics covered in physics and chemistry such as forms of energy, the periodic table, and chemical reactions. Expectations for the class are also discussed, including maintaining organized notebooks, using online resources, and promoting a positive classroom culture through participation and respect.
This document outlines steps for flipping a classroom presented by Drs. Negin Mirriahi and Abelardo Pardo at the Connections Seminar at UNSW on August 5, 2014. It discusses what flipping a classroom means, challenges that may be encountered, and provides a four step process for developing a flipped classroom plan that includes identifying learning outcomes, determining pre-class, in-class, and post-class activities, and strategies for evaluation. References are also provided on previous research studies that have investigated the impact of flipped classrooms.
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.
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.
This document provides an overview of a distance education course. It begins with an agenda for the week's class including a group work contract, an assignment presentation on theories of distance education, and a discussion of technologies used in distance education like web 2.0, LMSs, and online and web-based learning. It then reviews key concepts of distance education and asks students questions to check their understanding. Examples of hybrid learning models are provided and the advantages of hybrid instruction for both teachers and students are outlined. Finally, frameworks for e-learning are introduced covering pedagogical, technological, interface design, evaluation, management, resource support, ethical, and institutional dimensions. Behaviorist, cognitivist, and constructivist learning theories
This document provides an overview of strategies and frameworks for improving learning for all students. It discusses reviewing and revising school plans, collecting student information to inform classroom learning, collaborating in co-teaching models, and ensuring approaches meet the needs of diverse learners through strengths-based assessments and the universal design for learning. Specific co-teaching models like one teach one support are presented to facilitate collaborative problem-solving between teachers. The goal is to shift toward an inclusive model that supports students within the regular classroom.
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
This document discusses strategies for supporting student diversity and improving instruction. It summarizes research showing that the highest performing school systems focus on improving teacher quality through coaching, professional collaboration, and learning communities. Examples are provided of collaborative practices like information circles that allow teachers to share expertise and develop targeted instructional plans to meet student needs. Evidence suggests that giving students choice in how they demonstrate understanding increases engagement, effort and learning.
The document discusses assessment for learning (AFL) strategies presented by Faye Brownlie to educators in Vancouver School District. It provides learning intentions for attendees, which include being able to name and describe the 6 AFL strategies and understand how to embed them seamlessly into teaching. Descriptions and examples are given of various AFL strategies like learning intentions, success criteria, self-assessment, and providing descriptive feedback. The presentation aims to help teachers improve student learning through more effective use of assessment practices.
These materials were created as a final product of Erasmus Plus project 'Drop Out - Coaching at School'. They might be useful for all teachers and educators working woth students at risk of drop out.
From FTEP, March 15th. Stephanie Chasteen, Science Teaching Fellow, Physics
Steven Pollock, President’s Teaching Scholar and Professor of Physics
Questioning is a central part of student assessment and quizzing, but it can also be a powerful learning tool. How does a teacher use questioning effectively? What is the right number of questions to ask? How do we avoid just giving students the answer? How do we avoid embarrassing our students, or confusing the class, if they give me the wrong answer? In this interactive workshop, we’ll explore research-based tips and ideas for questioning in a way that allow us to achieve the full benefit of questioning –student engagement and deep learning. We will focus on the use of “peer instruction” – the practice of requiring students to discuss their answers to challenging questions with one another. Peer instruction is facilitated by the use of “clickers”, but many benefits of the technique can be achieved even without the technology. We’ll discuss common challenges, share tips on getting students to productively argue and reason through the questions, and ways to encourage all students to speak up in response to questions.
AMATYC 41st Annual Conferene New Orleans, LA, Friday night Ignite Event: Twenty slides are automatically advanced every 15 seconds while the speakers have exactly five minutes to share their passion!
The document discusses assessment for learning (AFL) strategies used by teachers in Vancouver School District. It describes 6 key AFL strategies: 1) learning intentions, 2) criteria, 3) descriptive feedback, 4) questions, 5) self and peer assessment, and 6) ownership. Several teachers provide examples of how they implement these strategies in their classrooms to engage students and help them learn essential concepts. The strategies are aimed at making student learning more effective.
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.
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.
The document provides an orientation for a physical science classroom, outlining topics covered in physics and chemistry such as forms of energy, the periodic table, and chemical reactions. Expectations for the class are also discussed, including maintaining organized notebooks, using online resources, and promoting a positive classroom culture through participation and respect.
This document outlines steps for flipping a classroom presented by Drs. Negin Mirriahi and Abelardo Pardo at the Connections Seminar at UNSW on August 5, 2014. It discusses what flipping a classroom means, challenges that may be encountered, and provides a four step process for developing a flipped classroom plan that includes identifying learning outcomes, determining pre-class, in-class, and post-class activities, and strategies for evaluation. References are also provided on previous research studies that have investigated the impact of flipped classrooms.
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.
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.
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.
Changing landscape of teaching metroleads - jan 2013Jeff Loats
This document summarizes a presentation given by Dr. Jeff Loats and Dr. Andrew Bonham on changing teaching techniques. They discussed using pre-class assignments like Just-in-Time Teaching to engage students and modify lessons. Dr. Bonham presented a case study on flipping a biochemistry lab class using instructional videos. This led to a discussion on challenges of flipped classes and adapting teaching methods to today's students who expect extensive technology use. Questions centered around whether issues portrayed in a video on today's students are representative and how to embrace technological changes to improve student and community interfaces.
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.
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.
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.
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.
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.
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.
Using Classroom Response Systems to Engage your Studentssdalili
The document summarizes the key points from a presentation about using clickers (student response systems) in university lectures. It discusses the benefits of clickers in increasing student engagement and interaction during lectures. It provides examples of different types of clicker questions and applications. Student perceptions of clickers from surveys are also presented, finding that clickers improved attendance and helped students evaluate their understanding. Best practices for implementing clickers are outlined.
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..
TCV School Choglamsar, Leh (Science Action Research )Tenzin Dhargyal
1) The document describes a teacher's professional development program focused on improving poor science academic results.
2) Questionnaires were used to collect data from students, parents, administrators, and teachers to identify factors contributing to low scores and suggestions for improvement.
3) Based on the findings, changes were made to instruction including more formula guides, practice problems, group work, and practical classes. Slight improvement was seen in subsequent test results.
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.
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.
Similar to UNC CETL - Just-in-Time Teaching - Sept 2015 - Jeff Loats (20)
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.
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
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.
Aims CC - Fall Conference - Just-in-Time Teaching - Sept 2016Jeff Loats
This document discusses the Just-in-Time Teaching (JiTT) instructional strategy. JiTT involves students completing online pre-class assignments called "WarmUps" that consist of conceptual questions about the upcoming material. The instructor reviews student responses just before class to modify their lesson plan as needed. Research shows JiTT improves student preparation and engagement compared to traditional lectures. The document advocates adopting JiTT and provides guidance on writing effective WarmUp questions and incorporating student feedback into class discussions to improve learning.
Scholarly Teaching - Aims CC Keynote - Sept 2016Jeff Loats
Much like doctors should be knowledgeable about the most up-to-date methods of treating patients. Teachers should know the empirical evidence on the best teaching methods. They need to be social scientists!
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).
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
JiTT - Blended Learning Across the Academy - Teaching Prof. Tech - Oct 2015Jeff Loats
This document summarizes a presentation on implementing Just-in-Time Teaching (JiTT), a blended learning strategy. The presentation provides an overview of JiTT, shares data from courses that have used JiTT showing increased student preparation and performance, and offers recommendations for getting started with JiTT. Sample JiTT questions are also presented along with student responses to demonstrate how the strategy works.
Jeff Loats - Scholarly Teaching - TLD, Feb 2015Jeff Loats
The document discusses the importance of teaching as a social science and using evidence-based teaching methods. It notes that expertise in a discipline can lead one to underestimate their knowledge of teaching skills, while a lack of teaching expertise can inflate one's beliefs. Effective teaching requires applying rigorous scholarship to pedagogy and choosing methods informed by empirical research showing the benefits of active learning, preparation, feedback, and iterative learning. Studies have found evidence-based teaching significantly improves student learning compared to traditional lectures.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. WARM-UP: TEACHING HERITAGE
Thinking about the college instructors you've had
experiences with (including yourself), where do you
think their methods and attitudes come from? Why
do you think they teach the way that they do?
~91% → “we teach the way we were taught”
~36% → Teacher comfort/style
~27% → Experiences while teaching
~27% → Books on education
~18% → Because we think it is effective
~9% → Education classes
3. WARM-UP: TEACHING HERITAGE
“I believe most people teach the way the were
taught following a modeling type system or the
teach the way that they best learn.”
“I think the instructors' methods and attitudes are
from their own teachers, their study experience
and the books they have read. Usually, they
choose the methods and attitudes that they llike
and they think approprite for the students.”
4. WARM-UP: TEACHING HERITAGE
“I believe most of my college instructors have
gained the majority of their methods and attitudes
from personal experiences (as students and as
instructors), strongly influenced by their own
comfort level. Being from the field of education,
I and many of the instructors I know also have
taken pedagogy classes and try to stay read-up on
current research and best practices...but personal
likes/dislikes and attitudes of "this is the way I
learned it" are hard to leave at the door.”
5. WARM-UP: TEACHING HERITAGE
“[…] They teach the way they do because (1)
they've found that approach to be effective in the
past and/or (2) because it's what fits into their
schedule at the time”
“I think their methods and attitudes are mainly
similar to the teachers when they were students
themselves. Probably they think this is an
effective way, or they are accustomed to such
teaching methods.”
6. ASIDE: LEARNING STYLES
“I think that many teachers teach in a way that
makes sense to them, according to their learning
style […]”
Best current evidence: Learning styles don’t exist
References:
• “The Myth of Learning Styles”
by Cedar Riener and Daniel Willingham
• YouTube: Learning Styles Don’t Exist
• Scholarly review: “Learning styles: Concepts
and evidence”, Pashler et al, 2008
7. WARM-UP: TEACHING HERITAGE
Thinking about the college instructors you've had
experiences with (including yourself), where do you
think their methods and attitudes come from? Why
do you think they teach the way that they do?
~67% → Imitation of our mentors
~33% → Teacher comfort/style
~25% → Experiences while teaching
~8% → Education classes
~17% → Workshop/observation tidbits
~17% → Learning styles
8. THE EVIDENCE STANDARD
Teachers can feel bombarded…
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.
Contrast teaching your subject with treating a
medical condition like diabetes
9. 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)
A)
B)
C)
D)
E)
10. OVERVIEW
1. Motivation for change
2. Basics of Just-in-Time Teaching
3. Mock example
4. Choose our own adventure:
a) Evidence for effectiveness
b) Best tools for JiTT
c) Getting student “buy-in”
d) Writing good questions
5. Summaries
15. JUST-IN-TIME TEACHING
Online pre-class assignments
called WarmUps
First half - Students
• Conceptual questions, answered in sentences
• Graded on thoughtful effort
Second half - Instructor
• Responses are read “just in time”
• Instructor modifies that day’s plan accordingly.
• Aggregate and individual (anonymous) responses
are displayed in class.
Learne
r
Teacher
16. 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.
A) The cat wins B) The dog wins C) They tie
16
17. WARM-UP: ROBODOG VS.
ROBOCAT
Predict which one will win the race, and explain
why you think so.
From last night:
~60% → Robocat!
~20% → Robodog!
~0% → They tie!
~20% → Can’t tell!
Alternate view:
~10% → Good math
~10% →Bad math
~20% → Good reasoning
~30% → Bad reasoning
~10% → Invalid arguments
~20% → No reasoning
19. WARM-UP: ROBODOG VS.
ROBOCAT
“It will take the dog 1.5 hrs to complete an 8 mile race. The cat
will run 5.33 miles in 40 minutes and walk 2.33 miles in 40
minutes. Thus the cat covers 8 miles in 1.33 hours.”
“I think it depends on what the cat's racing time is. If the racing
time is set to, say, 1 hour, and the racing distance is only 2 miles
(15 mins at the run, 30 mins at the walk), the cat will completing
the entire race at the run (15 mins). In the meantime, the dog will
have run for 1 mile at the same rate as the cat, and completed the
final 1 mile at the walk (22.5 mins). The cat will win.
If, however, the cat is programmed with a racing time of 2
minutes, it will only run for just shy of 1/4 mile, and then walk the
remaining 1 3/4 miles 26.25 mins, for a total time of 28.25 mins,
thereby losing to the dogs 22.5 mins.”
20. WARM-UP: ROBODOG VS.
ROBOCAT
“The robot cat will won. With the same distance,
cat would spend less time. With the same time,
the cat would run longer distance.”
“Cat will win because it runs more than half the
distance at the high rate of speed, while the dog
only runs half the distance at the high rate of
speed.”
21. Consider a typical day in your class. What fraction
of students did their preparatory work before
coming to class?
A) 0% - 20%
B) 20% - 40%
C) 40% - 60%
D) 60% - 80%
E) 80% - 100%
21
29%
32%
20%
14%
5%
(𝑁~238)
22. JITT STRUCTURE & RESPONSE
RATES
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29
%Responsed
Class #
Response Rate by Day
College Physics I, N = 78
Worth 10% of final grade
Due 10 PM the night before class
Assignments available for prior 2-3 days
College Physics I
23. WARMUP QUESTIONS
• Every-day language
• Occasional simple comprehension question
• Mostly “higher level” questions
• Any question is better than none (don’t be precious)
Connections to evidence:
–Pre-class work reduces working memory load
during class.
–Multimodal practice (not learning styles):
JiTT brings reading, writing and discussion as
modes of practice.
24. METACOGNITION
Two 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?”
Connections to evidence:
–Forced practice at metacognition:
Students regularly evaluate their own
interaction with the material.
25. THE JITT FEEDBACK LOOP
Student responses:
• Graded on thoughtful effort
• Sampled and categorized for display
• Quoted anonymously
Closing the loop:
• Respond to some students digitally
• Class time shifts to active engagement.
26. JUST-IN-TIME TEACHING
A different student role:
• Actively prepare for class
(not just reading/watching)
• 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
Learne
r
Teacher
29. WHAT MIGHT STOP YOU?
In terms of the technique:
Time, coverage, not doing your part, pushback…
In terms of the technology:
Learning curve, tech. failures, perfectionism…
In any reform of your teaching:
Reinventing, no support, too much at once…
30. Which topic would you like to spend our
remaining time on?
A) Evidence for effectiveness
B) Best tools for JiTT
C) Getting student “buy-in”
D) Writing good questions
30
32. STUDIED EFFECTIVENESS
Used at hundreds of institutions
Dozens of studies/articles, in many disciplines:
Bio, Art Hist., Econ., Math, Psych., Chem., etc.
–Increase in content knowledge
–Improved student preparation for class
–Improved use of out-of-class time
–Increased attendance & engagement in class
–Improvement in affective measures
33. JITT VS. FINAL GRADE
CORRELATIONS
College Physics I, Fall 2013
0
20
40
60
80
100
0 10 20 30 40 50 60 70 80 90 100
CumulativeScore(withoutwarm-ups)
WarmUp Score
WarmUps vs. Cumulative Score
Correlation r = 0.71
34. PROGRESSIVE EXAMS
CORRELATIONS
College Physics I:
Important disclosure: This was not a hypothesis we were
testing, it appeared as we analyzed the data. Could be
0.18
0.33
0.43
0.54
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
Mini Exam
(week 4)
Exam 1
(week 7)
Exam 2
(week 11)
Final Exam
(week 16)
NoneWeakStrongModerate
Correlations between Total WarmUp Score
and Sequence of Exams
35. Mean on 1-5 scale
Preparation for class 4.06
Engagement during
class 3.93
STUDENT SURVEY RESULTS
9% 10%
81%
10%
18%
73%
10%
22%
68%
0%
20%
40%
60%
80%
100%
Harmful Neutral Helpful
How did WarmUps affect your...
Preparation Engagement Learning
N = 781
36. STUDENT SURVEY QUOTES
Physics:
“Initially, it was hard for me to get used to the
warm-ups. It seemed like along with the
homework assignments there was a lot of things
to do. Eventually I got used to it and ultimately
the warmups really helped me to learn the
material and stay caught up with the class.”
“If it weren't for warm ups, the amount of time I
spent reading the book would have dropped by
75%”
38. WHAT TOOLS TO USE?
The crucial part:
Daily reading, grading & using responses
• Automatic full credit for any response
• View all responses to a question together
• Grade responses on the same page with
minimal clicks
Wishlist:
Easy (quick!) individual feedback
39. SMALL ASIDE: TEXT EXPANDER
39
Every professor should have this!
You define a snippet like “ttyl” which instantly
gets replaced by “Talk to you later!”
Windows:
– Texter, PhraseExpres
(FREE, some advanced features, some flaws)
– Breevey ($40, worth it if you hit problems)
– AutoHotKey (free advanced automation tool)
Mac:
– TypeIt4Me, TextExpander, Typinator
(All cost $20-$30. Generally worth it!)
40. WHAT TOOLS TO USE?
• CMS/LMS (Blackboard, D2L, Moodle, etc.)
Ready to use, tools… imperfect awful
• Free service from JiTTDL.org.
Designed just for JiTT. Additional website, not
very “shiny” by 2015 standards.
• Students email responses
Easy… also overwhelming and awful
• Blogging tools (WordPress)?
• New tools (TopHat? Learning Catalytics?)
42. THE SALES PITCH
The way we talk to our students impacts
• How they approach the assignments
• How they feel about the work they do
43. OVERARCHING MESSAGE
Communicating with your students (humans)
• Message (explicit statements)
• Attitude (subtext, body language, etc.)
Consistent subtext:
"I am here to help you learn, and I have thought
about your learning trajectory carefully."
Consistent attitude:
I am comfortable and relaxed about my part of
this partnership.
44. DAY 1 – GENERAL
Describe components of the course
• How each one is graded, and why.
• How each one is important for learning and/or
assessment.
Keep justifications short and succinct
Be honest:
"This is my first time using this method, and
there is a lot of data on how and why this is
effective and what the best practices are."
45. DAY 1 – JITT
When discussing JiTT:
“Today is going to feel pretty ‘normal.’You’ll get
to see how this works starting next time, after
you’ve done your first warm-up.”
It isn’t “more assignments = more work,” but
rather “working in smaller chunks is more
effective and more efficient.”
46. ALLOW TIME
They (probably) won’t “buy it all” on Day 1
Emphasize that you will be consistent and they
will get to see its value over time
“This class is different, and I will say that to you,
but it really is something you will get to
see/experience every day.”
47. DAY 2 – JITT
Discuss their first experience with warm-ups
Share how many did them
Remind them of structure:
Release/due times, course value, grading
Remind them of the purpose of warm-ups:
–Student preparation
–Instructor preparation
(“Which I’ll show you now!”)
48. DAY 3 – JITT BITS
A different role for you:
• Actively prepare for class by engaging and
being reflective.
(not just reading/watching)
• Be ready to actively engage with the material
in class.
• Take regular “readings” on your experience
with the material compared to classmates.
Make plans accordingly.
49. DAY 3 – JITT BITS
A different role for me:
• I will actively prepare for class by engaging
and focusing on you.
(not just going over last year’s notes )
• I will modify the class plan based on what I
see in your preparatory work.
• I will consciously create chances for you to
grapple with the material in an active way.
50. STUDENTS: BUSY-WORK
DETECTORS
K-12 represents more than 13,000 hours of class
Students are experts at detecting what really
matters to an instructor:
• What does the instructor do with class time?
• What does the instructor talk about?
• Does the instructor push against the usual
“invisible contract” of the classroom?
51. DEMONSTRATING VALUE IN JITT
Ideas for demonstrating that you value JiTT
• Thank those who do them for giving you
insight into their learning.
• Bring at least one “difficult/interesting” item
from WarmUp to class each day.
• Give non-verbal cues that you value
discussing WarmUps as much (more) than
other course components.
• Be consistent!
52. CONSISTENCY
Be consistent with:
• Assignment releases
• Assignment due dates/times
• Follow-up in class
• Summative assessments (e.g., exam questions)
that build on WarmUp questions.
54. EXAMPLE: WHIRLING BUCKET
A bucket of water can be whirled in a
vertical circle without the water falling
out, even at the top of the circle when the
bucket is upside down. Explain…
~15% → An outward force holds it in
~30% → An inward force holds it in
~20% → Talked (correctly!) about
acceleration & velocity… but
didn't really answer.
~10% → Nailed it! (or close enough)
55. EXAMPLE: WHIRLING BUCKET
“The water doesn't come out because you
twirling the bucket is applying the force of
spinning, and the water just kind of counteracts
that motion.”
“Because the water naturally wants to keep
traveling in the same direction its being
whirled around in the water attempts to
continue going up in a straight line but the
bottom of the bucket forces it to stay in the
bucket, like when you are pushed by the door
of a car while making a turn.”
56. FEATURES OF A GOOD QUESTION
56
What would a “good” response look like?
– A paragraph? (too long)
– One word? (too short)
Make sure the reading is needed to respond (but a
sentence straight out of the book shouldn’t work).
Make sure a beginner can take a crack at the question
Be concrete:
– “Explain in 2-3 sentences.”
– “Give two brief examples.”
– “Explain how you got your estimate.”
“Game out” their responses a bit.
57. WRITE A QUESTION AND SHARE...
57
Consider an intro. course in your discipline.
Consider a topic you discuss early in that course.
Write one question… shoot for “higher level.”
Good starting words: apply, analyze, evaluate,
sketch, use, compare, estimate, etc.
Take 3 minutes… then trade questions with your
neighbor and do your best to answer theirs.
59. A POSSIBLE PLAN
Choose one course you will teach next term.
A. Write two questions for each class meeting:
1. One lower-level (maybe multi-choice?).
One higher-level (sentences).
2. Give yourself 10 minutes to write each one
B. Write a standard (1st) metacognitive question
C. Discuss one question at the top of class, and
one in the middle. Use the metacognitive
responses as break points or highlights.
60. 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.
Be prepared to find that students know less than
we might hope. (Perhaps freeing?)
61. YOUR SUMMARY
If you want to implement JiTT, what is your next
concrete action?
Email: jeff.loats@gmail.com
Twitter: @JeffLoats
Slides: www.slideshare.net/JeffLoats
62. JITT REFERENCES & RESOURCES
Simkins, Scott and Maier, Mark (Eds.) (2010) Just inTimeTeaching: 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 WebTechnology. 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 ControlledTest 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
ON-DEMAND SLIDES
63.
64.
65. JITT STRUCTURE & RESPONSE RATES
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
%Responsed
Class #
Response Rate by Day
College Physics I, N =
0
10
20
30
40
50
60
70
80
90
100
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
%Responsed
Class #
Response Rate by Day
Intro. Sociology, N =
Worth 10% of final grade
Due 10 PM the night before class
Assignments available for prior 2-3 days
College Physics I Intro. to Sociology
Worth 5%, due @10 PM, available for
2-3 days… but got inconsistent in 2nd
half of the term. Posted late, no follow-
up, etc.
Editor's Notes
“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
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.
From WarmUp:
1
7
2
0
1
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)
Questions are about NEW material
Results for time-spent question: A pretty steady average of ~40 minutes across many courses/levels/cohorts
Misconceptions, good efforts, superior explanations, metacognition, etc.
Incorrect or incomplete responses are often particularly useful for classroom discussion.
Is this just about new energy being put into an old class?
(This is a difficult confounding factor in assessing new teaching techniques.)
0.71 represents a quite strong correlation
0.50 is a moderate correlation (fairly strong for educational interventions)