Using Just-in-Time Teaching for Large Course Instruction

1. Using Just-in-Time Teaching for Large Course Instruction Kevin J. Apple James O. Benedict James Madison University

2. Background Information • Content area: General Psychology • Large course instruction at JMU

3. Obstacles with Large Classes • Creating interactive classes • Increasing student-professor interaction • Providing students with regular feedback

4. Goal of JiTT & Good Instruction (Novak, Patterson, Gavrin, Christian, 1999) • “…help the whole spectrum of students advance and learn, rather than targeting the average students or either extreme” • “JiTT provides remediation and encouragement to the weaker students while providing enrichment to the stronger students”

5. 1st Attempt Using JiTT with Large Classes • JiTT Warm-Up Format: • Multiple choice / short answer (e.g., paragraph) • Comment box • Pros for students • Time on task • Additional opportunity for points • Con for instructor • Short answer too difficult to grade (n = 600)

6. 2nd Attempt Using JiTT with Large Classes • PCQ Format: • Multiple choice only • Comment box • Pros • Time on task for student • Easy to grade for instructor • Con • Selected students perceive as busy work

7. 3rd Attempt Using JiTT with Large Classes • Divide class into 2 groups • PCQ Format: • Multiple choice / short answer • Comment box • Pro • Time on task for student • Short answer questions facilitate richer assessment • Reduced grading for instructor • Con • Students complete fewer assignments

8. Using JiTT in Class • Multiple choice questions • Class shouts out correct answer • Discuss % of class that selects different options • Show right answer • Short answer questions • Method A: Comparing student answers • Method B: Show opposing answers

9. Comparing Student Answers • JiTT Question: Explain how the absolute threshold for sound can be tested. • “absolute threshold deals with hearing. animals can here different pitches while we cannot.” • “By using a hearing test with beeps of different audible levels”

10. Comparing Student Answers • JiTT Question: Explain how the absolute threshold for sound can be tested. • “Absolute threshold for sound can be tested by giving people a series of sound signals that vary in intensity and ask them to say which sound signal they can detect. The smallest amount of sound energy the person can detect is reliably known as their absolute threshold.”

11. JiTT Short Answer Question • A scientist wants to measure the heritability of a personality trait. The scientist plans to compare blood relatives within a family to see if a trait runs in the family. Is this the BEST way for the scientist to measure heritability? Why or why not?

12. Showing Opposing Answers • “This may not be the best way to measure heritability due to the fact that families not only share genes but share environments as well.” • “yes, since blood relative are related and will pass traits on through thier DNA”

13. Comment Box • Why important? • Understand student perception • Feedback loop • Encourage student use… • 1st day of class • Electronically respond to student comments • Show comments to class

14. % Class Writing Comments (N = 300)

15. General Comments • “FYI- The perception pictures shown in class, as well as in the book, are really, very interesting and intriguing.” • “…I am frustrated with the text. The problem is not that the text is too difficult or unclear, but something that I am having trouble putting my finger on...”

16. Clarification Comments • “If you can, would you please take some time in class to explain what an operational definition is. Thanks.” • “I'm still a little confused when trying to extract independent and dependent variables from a hypothesis.”

17. Comment Demonstrating Student Logic • “I feel that number 5 could be both 2. and 4. at first glance. A negative correlation means that high values of one variable, are associate with low values of another variable. So, the study could be implying that the higher the income,the lower the blood pressure; or the lower the the income, the higher the blood pressure. The reason I went with four is because of the word "cause." Correlation is not causation. So, that leads me to believe the answer is 4.”

18. Humorous Comments • “Virtual high five, do you accept?”

19. Student Evaluations(Percent agreed or strongly agreed) PSYC (N = 300) STATS (N = 40) Question Warm-ups were helpful for learning course concepts 66% 69% Helpful for the professor to discuss answers in class 84% 90% Warm-ups facilitated my understanding of the course concepts 62% 74% I enjoyed Warm-ups because they were on the web 72% 56%

20. Question PSYC (N=300) I was always motivated to do my best on each PCQ. 79% It was helpful to see the PCQ questions the other group was working on. 71% I liked the PCQs because I could do them on my own time 78% Student Evaluations (Percent agreed or strongly agreed)

21. Benefits of Splitting Class • Instructor Benefits • Easier to grade • Short answer questions make exercise more meaningful • Student Benefits • Students liked seeing questions from other half of class

22. Benefits of JiTT in Large Classes • Interactive classes • Increase student-professor interaction • Feedback helpful • Instructor: plan future classes • Student: study appropriate topics