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Just-in-Time Teaching

What is Just-in-Time Teaching?

Just-in-Time Teaching (JiTT) is a teaching strategy that uses computer technology to require students to engage with instructional material prior to live classroom sessions. According to Novak (2008): “Students respond electronically to carefully constructed web-based assignments which are due shortly before class, and the instructor reads the student submissions “just-in-time” to adjust the classroom lesson to suit the students’ needs” (JiTT.org).” Interaction within the classroom “emphasizes active learning and cooperative problem solving and decreases the use of traditional lecture” (Marrs & Novak, 2004, p. 49) JiTT can stand alone as a teaching technique or can be employed within a variety of active learning approaches (Prince & Felder, 2007).

What are the philosophical and theoretical foundations of Just-in-Time Teaching?

It is unclear whether the developers of JiTT align themselves with constructivist philosophy, although constructivism is cited to justify JiTT’s practice of approaching learning from the basis of current student knowledge (Marrs & Novak, 2004). Certainly, the emphasis on inductive learning, collaboration and student engagement is consistent with other inductive methods associated with constructivism (see Prince & Felder, 2007).

The theoretical foundation of JiTT is that (1) learning is actively constructed by learners by building on or revising prior learning; and (2) learning requires students to reflect and make adjustments in their learning based on timely formative assessment (see Marrs & Novak, 2004). Thus, the pre-class assignments expose problems or misconceptions in students’ current learning and classroom discussion provides a venue for immediately addressing these misconceptions and promoting student reflection and adjustment.

What are the general features of Just-in-Time Teaching?

The essential features of JiTT are the pre-class formative assessment (Warm Ups) and the just-in-time adjustments to the classroom discussion.

  • Warm Ups. Students are assigned readings or activities and are required to respond to two or three questions a few hours prior to class. These questions should be open-ended and are intended to reveal where student learning is appropriate as well as where students are confused or are struggling.
  • Classroom discussion. The instructor reviews the responses and tailors the day’s classroom discussion primarily to areas where students need help.

Other classroom activities such as cooperative learning exercises can be used as well. These are most effective when they also relate to issues revealed through the Warm Ups. In-class response systems can also be used to pose questions and review responses in the classroom. Marrs and Novak (2004) also use assignments that relate the current subject of study to real-world issues and applications. Nonetheless, the core components of JiTT are the Warm Ups and the classroom discussion.

How do students respond to Just-in-Time Teaching?

Generally, students appreciate the fact that their instructors take the time to tailor each lecture to fit the pre-class responses to the Warm Ups. Also, while students find it a challenge to do the preparation before each class to respond effectively to Warm Up questions, they almost universally acknowledge that this advanced preparation significantly improves their own learning and retention. Lastly, students like class activities that relate to the JiTT questions. They become very involved with the material when their specific questions and answers to the Warm Ups are addressed and discussed in class (Marrs & Novak, 2004; Turley, 2008).

As noted with other inductive teaching methods, some students are uncomfortable with the increased student responsibility and the flexible structure of JiTT. Prince and Felder (2007) indicate that student resistance to JiTT is moderate.

What issues should be considered before trying Just-in-Time Teaching?

According to Turley (2008), any instructor interested in effectively using Just-in-Time Teaching should be aware of the following:

  • JiTT requires increased preparation on the part of the teacher. An instructor must be ready to make last-minute changes to teaching and learning activities for that day in order to respond to student feedback.
  • Warm Up questions are most effective when used as tools to get students to think deeply about their reading before class and to give the instructor early feedback about how to best focus classroom instruction. Good Warm Up questions don’t necessarily have “right” answers. Rather, they are ones that provoke thought and discussion. Crafting effective questions can take time.
  • JiTT is most effective as part of an integrated instructional strategy with well-defined goals.
  • Give the students a chance to ask free-response question at the end of each pre-class quiz. Students appreciate it when an instructor begins a class with answers to their questions from the reading.
  • It’s very important to have a fast way to capture the student responses and quickly and easily display the results in class. This can be done with a combination of Blackboard, PowerPoint, and other Web-based tools.

References

Marrs, K. A., & Novak, G. (2004). Just-in-Time Teaching in biology: Creating an active learner classroom using the internet. Cell Biology Education, 3, 049-061.

Novak, G. (2008). What is JiTT? Retrieved May, 2008, from http://134.68.135.1/jitt/what.html.

Prince, M., & Felder, R. (2007). The many faces of inductive teaching and learning. Journal of College Science Teaching, 36(5), 14-20.

Turley, S. (2008). Personal Interview. Provo, UT.