JiTT 2.0 – Connecting Out-of-Class Preparation with In-Class Active Learning

The relationship between a teacher and student can be a transformative experience. The most profound experiences I’ve had as an undergraduate were ones where I was captivated by the professor, the topic, and the way the material was delivered. I was an easy target; I knew I was ready to learn when I stepped into the classroom. Sure, some classes were more difficult, some more boring than others, but ultimately I knew that I was going to succeed, if by nothing else but sheer will. The reality is that the first few years of university can be daunting and not everyone is so eager to learn.

When it comes to topics that are technically heavy and cerebral in concept, the traditional lecture class time may not be adequate for all students to digest challenging topics. For disciplines like math or physics, students may resort to the path of least resistance, called “surface learning”. This usually involves students learning to solve problems algorithmically without actually understanding the concepts. Although students may score well on exams, a grasp of critical fundamentals required for deepening a student’s understanding of a topic may be missing.

This begs the question then: how does an instructor ensure that core concepts are fully understood by students? How do instructors keep students accountable for their learning? Part of the dynamic between teaching and learning centers around transfer of content. Most instructors rely on their “teaching heritage” as a means of adopting teaching styles – relying on the ways that they were taught, to teach others. Fewer instructors rely on education, training, or a combination of both, while even fewer use research as means of determining effective strategies. As for keeping students accountable, the predominant method is paper quizzes, while some instructors use technology or some other method.

New Teaching Approaches

Enter Just in Time Teaching (JiTT). Combining thoughtful preparation with multi-modal practice (reading, writing, and discussion) provides an obvious conduit between teacher, concept, and student in a way that creates a community of learners in the classroom while fostering ownership among students. Establishing this engagement and buy-in from students is a critical piece for institutions looking to attract, retain, and develop accomplished learners.

Increasingly, socially collaborative technologies allow for a greater reach for instructors. Investigation and research about course topics can occur more independently from lectures as feedback can be given and received at any point throughout the semester; this includes daily feedback right before class. As a practical application, instructors incorporate JiTT exercises via the web to allow thoughtful investigation of topics related to the course. In doing so, instructors alleviate the working memory load of students – they don’t come to class with the express intention of memorizing. Much of the focus and attention can be put into applying their out-of-class preparation to in-class active learning.

Impact of JiTT

The implementation of JiTT-specific exercises functions as a means to evaluate the effectiveness of understanding a concept and enabling self-directed learning for students. Not only that, but instructors can better prepare lectures by establishing a clear understanding of the knowledge level of all their students. As learning abilities differ as much as teaching styles, catering to the various level of learning abilities makes classroom learning more relevant and contextual for instructors and students alike.

Most importantly, the accountability for self-directed learning is placed squarely on the shoulders of the students, providing the foundation for developing better habits to hone critical thinking and problem-solving skills. Student responses to JiTT exercises are should be graded on thoughtful effort and anonymously shared with the class. This allows the instructor the freedom to clarify performance standards in low-stakes situations so students have a clear idea about what is being asked of them. The other part of the picture is to help student perception with self-assessment, ensuring that students can correctly evaluate themselves.

The results speak for themselves. Better student outcomes, greater levels of participation and in-class engagement, increased retention, and better use of out-of-class time.

Stay tuned for the next blog post that will discuss software solutions that fit perfectly with JiTT frameworks.