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Just-in-Time Teaching: Enhancing Student Engagement and Learning

Learn about Just-in-Time Teaching (JiTT), a strategy combining web activities and classroom teaching for better student preparation, participation, and learning outcomes. Explore how to implement JiTT effectively in your courses.

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Just-in-Time Teaching: Enhancing Student Engagement and Learning

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  1. JiTT Just-in-Time-Teaching Presentation by Elisabeth Nedergaard, Danish partner of the CIRCE project

  2. JiTT is: • The abbreviation of the concept "Just-in-Time-Teaching” • a concept developed in the USA around the year 2000

  3. JiTT is: • A strategy built on the interaction between: • web activities of the students and • Normal class room teaching

  4. Illustration of the principle

  5. The basic elements of JiTT: • ”Warm-ups” • Normal class room teaching on basis of the warm-ups • ”Puzzles” (at the end of a theme – before the last lesson) • Web resources for homework

  6. The advantages of JiTT • A better student home work preparation for the lessons • A higher degree of student participation in the learning process • Higher independence of the students • Better possibility for the teacher to meet the students at the right level • Measurable learning outcome

  7. Problems with JiTT • The preparation phase for the whole sequence as well as for the individual lesson is very demanding for the teacher • For the teacher it can be a stress factor to find the time to read all the student answers to the warm-ups and prepare for their use in class immediately before each lesson

  8. How to do? I • Choose the theme of the sequence of lessons • Decide on the number of lessons • Present the project to the students (each student will need a computer at home and a connection to the internet!) • Prepare the necessary on-line resources (web pages with relevant texts, images, links to back-ground materials etc.)

  9. How to do? II • Prepare the warm-up exercises for each lesson (only three to four questions per lesson!) • Decide on how and when the warm-up exercises should be answered by the students • Choose the different ways in which the student results of the warm-up exercises can be presented and used with pedagogical effect in class

  10. How to do? III • Prepare a deeper going exercise or “puzzle” to prepare for an evaluation of the student outcome at the end of the course • Go! 

  11. For more information • http://www.circe.be/index.php?option=com_content&task=view&id=75&Itemid=316&lang=en THE END

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