Jump to: Sources of JiTT Exercises * On JiTT in the Disciplines * On Learning and Pedagogy * The History and Development of JiTT

Definitive Resources

Just-in-Time Teaching (more info) is a comprehensive website that includes discussions on what is JiTT, JiTT goals, resources, adpoters, impact, and a listing of past and future workshops.

The Just-in-Time Teaching Digital Library (more info) is a digital library of JiTT exercises. It also provides a hosting service for first-time JiTT practitioners; this allows you to post JiTT assignments for your course and retrieve student responses.

Marrs et al., 2003, Use of Warm Up Exercises in Just in Time Teaching: Determining Students' Prior Knowledge and Misconceptions in Biology, Chemistry, and Physics

  • Web-based Warm Up exercises can reveal students' prior knowledge and misconceptions in biology, chemistry, and physics. Citation and description.

Novak et al., 1999, Just-in-Time Teaching: Blending Active Learning with Web Technology

  • The authors explain what Just-in-Time Teaching is, its underlying goals and philosophies, and how to implement it. They also provide an extensive section of tested resource materials that can be used in introductory physics courses with the JiTT approach. Citation and link to publisher's website.

Novak and Middendorf, 2004, Just-in-Time Teaching

  • This article from the Project Kaleidoscope website describes JiTT, how it works, and the benefits of employing it in your classroom.

Novak and Patterson, 1998, Just-in-Time Teaching: Active Learner Pedagogy With WWW

  • This paper presents information on Just-in-Time Teaching (JiTT) challenges, classrooms, web pages and parts, and assessment. Citation and link to full text.

Novak and Patterson, 2000, The Best of Both Worlds: WWW Enhanced In-Class Instruction

Simkins and Maier, 2009, Just in Time Teaching
Part I of this book provides a broad overview of JiTT, introducing the pedagogy and exploring various dimensions of its use without regard to discipline. Part II of the book demonstrates JiTT's remarkable cross-disciplinary impact with examples of applications in physics, biology, the geosciences, economics, history, and the humanities.

Sources of JiTT Exercises

See our page on Choosing from Existing Questions for Just-in-Time Teaching.



On JiTT in the Disciplines

Jump to: Astronomy * Biology * Chemistry * Economics * Environmental Science * Geoscience * Photography * Physics * Statistics

Astronomy

Christensen, 2005, Changing the Learning Environment in Large General Education Astronomy Classes

  • The author describes the gradual, ongoing transformation of a large general education astronomy class via JiTT and in-class, cooperative, small group exercises. Citation and description.

Biology

Klionsky, 2002, Constructing Knowledge in the Lecture Hall: A Quiz-Based, Group-Learning Approach to Introductory Biology

  • This article describes several changes the author made to his introductory biology class to improve his students' study habits and to develop a constructivist, problem-based learning environment. Citation and description.

Marrs, 2005, Assessment of JiTT on Student Learning

  • The author documents improved student study habits, class preparation, and greater gains in content knowledge in a biology course using JiTT.

Marrs and Chism, 2005, Just-in-Time Teaching for Food Science: Creating an Active Learner Classroom

  • The authors describe how Just-in-Time Teaching has been used in biology education and how it can be used in food science education. Citation and description.

Marrs and Novak, 2004, Just in Time Teaching in Biology: Blending Active Learning with Internet Technology

  • The authors describe the use of JiTT in teaching biology at the undergraduate and graduate levels, to both science majors and non-science majors. Assessment results indicate decreased attrition, improved student attitudes and study habits, increases in interactivity, and cognitive gains in classrooms using JiTT. Citation and description.

Chemistry

Slunt and Giancarlo, 2004, Student-Centered Learning: A Comparison of Two Different Methods of Instruction

  • The authors compared the use of Concept Tests and JiTT in small lecture-based chemistry classes; they found that while both improved student learning the JiTT approach had a greater impact on student participation and performance than Concept Tests did. Citation and description.

Economics

JiTT Economics is all about using Just-in-Time Teaching in Economics courses. It has information on how to get started (including a step-by-step example and suggestions for a variety of types of classroom activities that can be used to complement JiTT warm-up questions) as well as a library of JiTT Warm Up questions in economics.

Simkins and Maier, 2004, Using Just-in-Time Teaching Techniques in the Principles of Economics Course

  • This article provides an overview of Just-in-Time Teaching (JiTT) pedagogy and the development, implementation, and assessment of JiTT pedagogy in teaching introductory, college-level economics courses. Citation and description.

Environmental Science

Cashman and Eschenbach, 2003, Using On-Line Quizzes Outside the Classroom to Increase Student Engagement Inside the Classroom

  • This paper describes the implementation of JiTT in a large class of introductory environmental engineering and environmental science students. Feedback from the students after one semester indicated that 93% thought the JiTT approach improved their learning.

Geoscience

Baer et al., 2002, Mathpatch - a Just in Time Approach to Teaching Quantitative Skills in Introductory Courses

  • This presentation outlines the implementation of Mathpatch, a one-credit course on quantitative skills that can be taken in conjunction with an introductory geology class. This course embodies the principals of Just-in-Time Teaching in that quantitative skills are learned in Mathpatch just-in-time to be used in the geology course. Citation and link to abstract.

de Caprariis et al., 2001, Monitoring the Benefits of Active Learning Exercises in Introductory Survey Courses: An Attempt to Improve the Education of Prospective Public School Teachers

  • This article explains changes in student learning initiated by the implementation of active-learning exercises in a traditionally lecture-based geology classroom. Citation and link to full text.

Grove, 2002, Using Online Homework Assignments to Implement the Learning Cycle in Large Courses for General Education

Guertin et al., 2007, Just-in-Time Teaching (JiTT) Exercises to Engage Students in an Introductory-level Dinosaur Course

  • Students in an introductory-level general education geoscience course reported increased learning and engagement in a course with required weekly assignments. Citation and description.

Linneman and Myers, 2000, Earth Science Test Bank (ESTB): A Student-Focused, Web-based Assessment Mechanism

  • This presentation discusses an interactive, web-based, testing and teaching tool developed at the University of Wyoming. The tool, Earth Science Test Bank (ETSB), provides students with a stress-free mode of assessing their understanding of course topics. Citation and link to abstract.

Linneman and Plake, 2006, Searching for the Difference: A Controlled Test of Just-in-Time Teaching for Large Enrollment Introductory Geology Courses

  • Researchers at Western Washington Univerisity tested the effectiveness of Just-in-Time Teaching methods in introductory geology courses through an analysis of exam grades and student evaluations. Abstract and link to full text.

Photography

Cookman, 2005, Course Portfolio: History of XXth Century Photography (more info)

  • This portfolio describes the instructor's efforts to help students in a history of photography course improve their critical thinking skills through intensive writing, including JiTT exercises.

Physics

Gavrin and Novak, 1999, 'What is Physics Good For?' Motivating Students With Online Materials

  • This essay addresses motivation and science literacy by fostering inquisitiveness and understanding of various topics in physics, while simultaneously encouraging students to practice writing and use the Web as a resource. Citation and link to full text.

Novak et al., 1999, Just-in-Time Teaching: Blending Active Learning with Web Technology

  • The authors explain what Just-in-Time Teaching is, its underlying goals and philosophies, and how to implement it. They also provide an extensive section of tested resource materials that can be used in introductory physics courses with the JiTT approach. Citation and link to publisher's website.

Statistics

Benedict and Anderton, 2004, Applying the Just-in-Time Teaching Approach to Teaching Statistics

  • The authors used Just-in-Time Teaching in their statistics class. When compared to an equivalent class based on content and textbook, the students in the JiTT class performed better on the final exam and expressed satisfaction with the approach. Citation and description.

On Learning and Pedagogy

Note: This is not an attempt at a comprehensive list of references on pedagogy; this is just a list of those cited within these webpages!

Angelo and Cross, 1993, Classroom Assessment Techniques: A Handbook for College Teachers

  • This book by Thomas Angelo and K. Patricia Cross provides a practical guide to help faculty develop a better understanding of the learning process in their own classrooms and assess the impact of their teaching upon it. The authors offer detailed how-to advice on classroom assessment. Citation and description.

Astin, 1993, What matters in college?: Four critical years revisited

  • This book presents the definitive study of how students change and develop in college and how colleges can enhance that development. Based on a study of more than 20,000 students, 25,000 faculty members, and 200 institutions, the book shows how academic programs, faculty, student peer groups, and other variables affect students' college experiences. Description and link to publisher's website.

Bransford et al. (eds.), 2000, How People Learn: Brain, Mind, Experience, and School

  • This summary of educational research stresses that students of all ages 1) come to school with preconceptions about the subjects they are learning that, if not engaged, will interfere with learning, 2) need deep rather than broad knowledge of a subject, and 3) learn differently as novices than they do as intermediate learners becoming experts. Citation and link to publisher's website.

Misconceptions as Barriers to Understanding Science

  • This is chapter 4 of Science Teaching Reconsidered: A Handbook, published by the National Academies Press. Topics covered include the role of misconceptions in the learning process, descriptions and examples of some common misconceptions in science, and methods used to identify and break down misconceptions. Citation and link to full text.

The History and Development of JiTT

A Kaleidoscope of Perspectives

  • This is the transcript of a Project Kaleidoscope interview with Gregor Novak. Discussion topics include how JiTT was developed and how JiTT uses web-based exercises to foster better personal interaction between students and faculty. Read the interview. (more info)

Rozycki, 1999, Just-in-Time Teaching

  • This article discusses the evolution of Just-in-Time Teaching (JiTT), a method developed by Gregor Novak and colleagues that incorporates interactive lectures and collaborative recitation. Description and link to full text.