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1. Name School Department JUST IN TIME TEACHING: A 21ST CENTURY
TEACHING TECHNIQUE @ COMMUNITY COLLEGE OF DENVER DR. JEFF LOATS
DEPARTMENT OF PHYSICS
2. In what (rough) area do you teach? A) Humanities B) Natural
sciences & mathematics C) Professions & applied sciences D)
Social sciences E) Teacher education no surer way to offend 2
3. WARM-UP: ED.TECH. FOCUS How much of the educational
technology efforts at your institution have been focused on
replicating the traditional classroom vs. creating teaching and
learning opportunities that simply weren't possible before? ~30%
Mentioned opportunities & support ~19% Talked about specific
people/programs ~19% Said there is a good balance ~11% Mentioned
that adoption is low ~19% Didnt like the question
4. WARM-UP: ED.TECH. FOCUS What is a traditional classroom?
Nuns with chalk, a blackboard and a projector (slide, film,
overhead)?And how do you define "creating teaching and learning
opportunities?"Tell me that and I'll be better able to answer your
question Technology is neutral - it can be used for many purposes.
Don't know the official ratio of traditional v alternative
pedagogy... 87%Traditional, 13% New
5. WARM-UP: ED.TECH. FOCUS Most online classes are designed
according to traditional classroom methods.They repleace the
lecture/discussion format with the discussion tools, etc.
6. WARM-UP: ED.TECH. FOCUS CCD appears to embrace new methods
of instruction and technology, although the implementation is
fragmented. Almost all of it, I'd say; however, not entirely. We
have had a number of workshops/seminars on using chat
technology,Twitter, or Second Life, to create a more collaborative
space, but no one I know here is using it. Almost all the classes I
know about still are the traditional format with rows of students
facing the instructor.
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? ~70% They teach the way they were
taught ~19% Inside their comfort zone ~22% Education & training
~11% Trial & Error ~22% Personal drives & preferences ~7%
Because of research
8. WARM-UP:TEACHING HERITAGE Generally, instructors model what
they have seen as students and add content and techniques from
other sources as they continue in the field - perhaps some trial
and error - what works... I teach the way I learned.
9. WARM-UP:TEACHING HERITAGE Many college instructors teach
based on how they were taught when they were students which is
supplemented by professional development they received at the
college where they teach.
10. WARM-UP:TEACHING HERITAGE I suppose that it's
self-replicating; we teach the way we were taught.We do what we
know has 'worked' in the past. I think also that many of us are
reluctant to innovate too much because we still have to cover X
amount of material inY number of class periods, and one worries
that trying out new things will reduce the amount of time we have
to complete what is required of us on the syllabus.
11. THE EVIDENCE STANDARD 11 Teachers can feel bombarded I
strive to be a scholarly teacher Common (evidence-based) themes:
Focus and attention Using emotions appropriately Repetition and
practice Feedback
12. WARM-UP: ENFORCING PREPARATION In your teaching, do you
have a method for holding students accountable for preparing for
class? ~12% I dont, but I ask/threaten really well ~42% Paper
method (quiz, journal, others?) ~15% Digital method (clickers,
others?) ~4% Just-in-TimeTeaching ~27% Some other method 24% 49%
11% 4% 13% (others)
13. OVERVIEW 13 Part I: 1. Motivation for change 2. Basics of
Just inTimeTeaching 3. Examples & details Part II: 1. Evidence
for effectiveness 2. Writing questions 3. Feedback from students 4.
Summaries
14. PHYSICS EDUCATION REVOLUTION Eric Mazur, Physicist at
Harvard: 14
15. 15 ALL SIMILARLY (IN)EFFECTIVE
16. 16 University of Washington University of Colorado
University of Illinois at Urbana-Champaign
17. FEEDBACK THAT WORKS 17 Improvement of performance is
actually a function of two perceptual processes.The individuals
perception of the standards of performance, and her/his perception
of his/her own performance. The Feedback Fallacy Steve Falkenberg
(via Linda Nilson)
19. JUST IN TIME TEACHING 19 Online pre-class assignments
(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 days plan
accordingly. Aggregate and individual (anonymous) responses are
displayed in class.
20. WHAT JITT IS NOT 20 JiTT is not about online courses or
distance learning. computer-graded homework. delivering content via
the web. Goals of JiTT: Student preparation Obvious communication
loop Student ownership and buy-in Create a community effort towards
learning
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 25% 43%
29% 11% 7% (others)
22. WARM-UP: ROBODOG VS. ROBOCAT 22 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.
23. WARM-UP: ROBODOG VS. ROBOCAT Predict which one will win the
race, and explain why you think so. ~38% Robocat! ~19% Robodog!
~19% They tie! ~12% Cant tell! ~12% Good math ~4% Bad math ~27%
Good reasoning ~35% Bad reasoning ~19% Invalid arguments
24. WARM-UP: ROBODOG VS. ROBOCAT It depends on whether they
both have the same distance to run/walk.
25. 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.
26. 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
27. WARMUP QUESTIONS 27 Every-day language Occasional simple
comprehension question Mostly higher level questions (a la Bloom)
Perhaps any question is better than none 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.
28. METACOGNITION 28 Two questions end everyWarmUp: What aspect
of the material did you find the most difficult or interesting. How
much time did you spend on the pre-class work for tomorrow?
[Multiple choice] Connections to evidence: Forced practice at
metacognition: Students regularly evaluate their own interaction
with the material.
29. 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 years notes ) Modify class accordingly Create
interactive engagement opportunities Learner Teacher 29
30. MAZUR AFTER 1YEAR 30
31. ELSEWHERE? 31
32. STUDIED EFFECTIVENESS 32 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. EXAMPLE STUDY: BIOLOGY 33 Marrs, K., 2005, Assessment of
JiTT on Student Learning Crammed in Biology N100 Crammed in other
courses A students 16% 44% B students 34% 63% C students 41% 65% D
students 64% 71% F students 68% 69%
34. FEATURES OF A GOOD QUESTION 34 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 shouldnt 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.
35. WRITE A QUESTION AND SHARE... 35 Imagine an introductory
course in your discipline. Imagine a topic you discuss early in
that course. Pick one type, write one question: A low level
question (remember, understand): Terms: Define, repeat or describe,
explain A higher level question (apply, analyze, evaluate) Terms:
Sketch, use or compare, estimate Write for a few minutes, then to
trade and answer your neighbors.
36. FEATURES OF A GOOD JITTTOOL 36 All student responses on one
webpage Auto-grading: 2/2 for anything by default. Click to email
students from the response page. Frequently sent responses a bit
automated. List of responses is either randomized or tracked to
distribute instructor attention. Other modern web amenities, like
autosave, time warnings, etc.
37. SMALL ASIDE:TEXT EXPANDER 37 Every professor should have
this! You define a short text string, such as ttyl When typed
instantly replaced: Talk to you later! Best FREE tools forWindows:
Texter (simple with some advanced tools) AutoHotKey (advanced and
can do much more) Best tools for Mac: TypeIt4Me (30 days free, $5
after that.Worth it)
38. WHAT TOOLS TO USE? 38 CMS/LMS (Blackboard, D2L, Moodle,
etc.) Ready to use, tools imperfect awful Free service from
JiTTDL.org. Designed just for JiTT, but extra login, and the site
has not been improved in ~5 years Students email responses Easy!
usually overwhelming and awful Blogging tools (WordPress)? New
tools (TopHat, Learning Catalytics)?
39. STUDENT FEEDBACK ON JITT 315 students in 7 classes over 4
terms (roughly 6%) The WarmUps have Agreed or Strongly Agreed
helped me to be more prepared for class than I would otherwise be.
70% helped me to be more engaged in class than I would otherwise
be. 80% helped me to learn the material better than I otherwise
would 64% been worth the time they required to complete 57%
40. WHAT MIGHT STOPYOU? 40 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
41. A POSSIBLE PLAN 41 Choose one course you will teach next
term. 1. Write two questions for each lecture 2. One lower-level,
one higher. 3. Give yourself 10 minutes to write each question 4.
Write a standard (1st) metacognitive question 5. Discuss one
question at the top of class, and one in the middle. Use the
metacognitive responses as break points or highlights. 6. Find
yourself wishing you had implemented Just inTimeTeaching in all
your courses.
42. MY SUMMARY 42 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?)
43. YOUR SUMMARY 43 For yourself or to share? What part of JiTT
concept/process is the fuzziest for you after this talk? What is
the biggest reason you might not give JiTT a try in one course next
term? Contact Jeff: [email protected] Slides:
www.slideshare.net/JeffLoats I love talking and working with
faculty, dont hesitate to get in touch.
44. JITT REFERENCES & RESOURCES 44 Simkins, Scott and
Maier, Mark (Eds.) (2010) Just inTimeTeaching:Across the
Disciplines, Across the Academy, Stylus Publishing. Gregor M.
Novak, AndrewGavrini,Wolfgang Christian, Evelyn Patterson (1999)
Just-in-TimeTeaching: BlendingActive Learning with WebTechnology.
Prentice Hall. Upper Saddle River NJ. K.A. Marrs, and G. Novak.
(2004). Just-in-TimeTeaching in Biology: Creating an Active
LearnerClassroom Using the Internet. Cell Biology Education, v. 3,
p. 49-61. Jay R. Howard (2004). Just-in-TimeTeaching in Sociology
or How I Convinced My Students toActually Read the Assignment.
Teaching Sociology,Vol. 32 (No. 4 ). pp. 385-390. Published
by:American SociologicalAssociation StableURL:
http://www.jstor.org/stable/3649666 S. Linneman,T. Plake (2006).
Searching for the Difference:A ControlledTest of
Just-in-TimeTeaching for Large-Enrollment
IntroductoryGeologyCourses. Journal of Geoscience Education,Vol. 54
(No. 1)
StableURL:http://www.nagt.org/nagt/jge/abstracts/jan06.html#v54p18