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JiTT - Dam Removal - A Good Idea or Not? part of Pedagogy in Action:Library:Just in Time Teaching:Examples
1) What are some of the biological effects of dam removal (good and bad)? 2) What are some of the more pressing/compelling reasons to remove a dam? Explain. 3) The Stanley and Doyle (2003) article states that, ...

JiTT - Geologic Dating part of Pedagogy in Action:Library:Just in Time Teaching:Examples
1) How are zircons formed? 2) Which of the following statements describes relative geologic dating? a) the Triceratops and Tyrannosaurus rex went extinct at the same time b) dinosaurs came later than horseshoe ...

JiTT - Ethics of Fossil Collecting part of Pedagogy in Action:Library:Just in Time Teaching:Examples
1) What do you think it means for a fossil resource to be "abused"? 2) What's the issue with fossil hunting on federal land (such as National Parks)? Explain what your interpretation of the conflict ...

JiTT-Scientific Method part of Pedagogy in Action:Library:Just in Time Teaching:Examples
A "Just in Time Teaching" question about he scientific method with follow-up class room activities and an exam question.

Angular Momentum Experiment part of Pedagogy in Action:Library:Just in Time Teaching:Examples
After using the historical development of concepts of conserved motion to develop introductory understanding, students are directed to a series of activities to gain a better understanding of momentum, conservation of momenta, angular momentum, and conservation of angular momenta.

The Standard Model: Using CERN output graphics to identify elementary particles part of Pedagogy in Action:Library:Just in Time Teaching:Examples
After using the historical development of the Standard Model to develop introductory understanding, students link to OPAL and DELPHI data archives from CERN to identify and study the tracks from elementary particles.

Graph Predictions for Position, Velocity and Acceleration part of Pedagogy in Action:Library:Just in Time Teaching:Examples
Graphical Just-in-Time-Teaching questions for use before classes in which students explore position, velocity and acceleration graphs.

Just in Time Teaching (JiTT) part of Pedagogy in Action:Library:Just in Time Teaching
Original module developed by by Laura Guertin, Carol Ormand, Gregor Novak, and Andy Gavrin. Revised and enhanced by Scott Simkins with assistance from Gregor Novak, Marcelo Clerici-Arias, and Rae Jean Goodman. ...

JiTT - Should Elephants be in Zoos? part of Pedagogy in Action:Library:Just in Time Teaching:Examples
1) What are some of the health problems elephants in captivity face? 2) Pickrell (2002) states that, "apart from their drawing power as major wildlife attractions, zoo elephants are important for conservation, ...

JiTT - Are Primates Worth Saving? part of Pedagogy in Action:Library:Just in Time Teaching:Examples
1) What are some of the reasons extinction rates are so high for modern primates? 2) Why are some primates worth more dead than alive? Is there a way we as a society can change this? Explain your thoughts. 3) If ...

JiTT - When "Modern" Human Behavior Appeared in Early Hominids part of Pedagogy in Action:Library:Just in Time Teaching:Examples
1) What is this controversy in regards to the emergence of "modern" human behavior? In your opinion, what do you think "modern" human behavior means? 2) How do beads symbolize modern human ...

JiTT - Exploring Geoarchaeology part of Pedagogy in Action:Library:Just in Time Teaching:Examples
1) How is climate connected to geoarchaeology? Explain. 2) List as many "tools" you can think of that would be useful to a geoarchaeologist and describe why it would be of use. 3) Is geoarchaeological ...

JiTT - Water Issues and the Aswan High Dam part of Pedagogy in Action:Library:Just in Time Teaching:Examples
1) What are some of the GOOD changes for the environment and positive impacts on the local people from construction of the Aswan High Dam? 2) What are some of the BAD changes for the environment and negative ...

JiTT - The Future of Africa's Health with Technology part of Pedagogy in Action:Library:Just in Time Teaching:Examples
1) What are the benefits and opportunities handheld technology can offer the health sector in Africa? Answer the question from the viewpoint of a health care provider and a patient. Does anyone else benefit? ...

JiTT - Marine Archaeology and Technology part of Pedagogy in Action:Library:Just in Time Teaching:Examples
1) How has technology helped marine archaeological investigations? How has it hurt? 2) What are some of the "costs" involved with using technology for marine archaeology? Are the "costs" worth ...

JiTT - Groundwater and Archaeology part of Pedagogy in Action:Library:Just in Time Teaching:Examples
1) What is causing the groundwater to rise to the foundations of Egypt's archaeological structures? What damage is the groundwater doing? 2) Describe at least two different solutions that have been proposed to ...

JiTT - Life in the Sahara Desert part of Pedagogy in Action:Library:Just in Time Teaching:Examples
1) What the Sahara always a desert? How do we know? (*NOTE: for this question, I want you to focus on the physical environment) 2) What modern-day animals can be found in the desert? How do they survive? 3) Why ...

JiTT - The Big 5 Extinctions and Then Some part of Pedagogy in Action:Library:Just in Time Teaching:Examples
1) What are the three leading ideas for the cause of the Permian mass extinction? What is the evidence for and against each? 2) Why are tropical forest species going extinct the quickest? 3) What are the ...

JiTT - Fighting Recession: 2009 part of Pedagogy in Action:Library:Just in Time Teaching:Examples
This is a JiTT exercise in which students apply introductory-level macroeconomic analysis to the question of how large the stimulus package put forward to Congress in early 2009 needed to be to close the ...

Pythagorean Theorem Investigations part of Pedagogy in Action:Library:Just in Time Teaching:Examples
Secondary Math Ed majors or Geometry students are directed to a Web site where they read through a rich and extensive collection of proofs of the Pythagorean Theorem, some accompanied by Java applets. Each student then selects two proofs to prepare to present to the class-a geometric proof and a visual proof-and writes a detailed outline of each proof. The student also indicates one additional proof that was of particular interest and the reason(s) for its selection.

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