1. JiTT Workshop:
Writing Questions & Making It Work
Jeff Loats
Metropolitan State University of Denver
Department of Physics
“The challenge is not simply to incorporate learning
technologies into current institutional approaches, but
rather to change our fundamental views about effective
teaching and learning and to use technology to do so.”
(Higher Education in an Era of Digital Competition, Donald E. Hanna)
LMU – Sept. 2012

2. Setting The Stage
2
The two-week sales pitch.
Clarity of purpose without sliding to apology or guilt.

3. The Ideal JiTT Web Tool
3
Features to seek out:
• 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” somewhat automated.
• List of responses is either randomized or tracked to
distribute instructor attention.
• Other “modern” web amenities, like autosave, time
warnings, etc.

4. Small Aside: Text Expander
4
• Every professor should have this!
• You create a short text string, such as “ttyl”
Which, when typed, is instantly replaced with a
longer string of your choosing:
“Talk to you later!”
• Best FREE tools for Windows:
– 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)

5. Generating Questions
5
• Higher-level questions (3rd or 4th on Bloom’s
Taxonomy) seem like better JiTT questions.
• But class discussion is stimulated by both types.

7. Mock WarmUp Question
7
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 is programmed to run for
exactly half of its racing time, then walks.
The robot dog is programmed to run for
exactly half the racing distance, then walks.
Which one wins the race? Explain your reasoning.
(put this on a notecard, please)

8. Some Brainstorming
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• Imagine an introductory course in your discipline.
• Imagine a topic you discuss early in that course.
• On a notecard, write down one question, of either type:
– 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”
• Take a few minutes, then I will ask you to trade your
question with a neighbor. Answer each other’s
questions as best you can…

9. Student Feedback
9
315 students in 7 classes over 4 terms (roughly ±6%)
Agreed or
The WarmUps have… 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%

10. 10
What Might Stop You?
In terms of the technique?
In terms of the technology?

11. What Might Stop You: Techniques
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• The time investment for instructor is large the first
time, falling to an extra ~30 minutes after that.
• As with nearly any learner-centered technique, the
amount of material “covered” will likely shrink.
– To “cover” more or have the students learn
more… not a questions I can answer for you.
• Your actions must reflect the value you place on
their efforts on the WarmUps. Do your part.
• JiTT (used well) places more responsibility for
learning on the students. Students may balk.

12. What Might Stop You: Technology
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• All technology has both a learning curve and flaws.
– Practice with your technology beforehand.
– Give yourself “outs” so that if it goes badly it
doesn’t cause a stampede.
– Find a community of instructors to help you
through rough patches (Local? Online?).
• Visit a class that uses these techniques.
• Don’t reinvent the wheel!
• Don’t do it all at once. (“10% rule”, or 5 min a day)

13. A Possible Plan
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• Choose one course you will teach next term.
• Write two questions for each lecture
– One lower-level, one higher.
– Give yourself 10 minutes to write each question
• Write a standard 3rd (1st?) metacognitive question
• Discuss one question at the top of class, and one in
the middle. Use the metacognitive responses as
break points or highlights.
• Find yourself wishing you had implemented Just in
Time Teaching in all your courses.

14. Works Cited
• Bloom B. S. (1956). Taxonomy of Educational Objectives, Handbook
I: The Cognitive Domain. New York: David McKay Co Inc.
• Bloom’s Taxonomy Wheel, posted May 17th, 2010,
http://dougpete.wordpress.com/2010/05/17/blooms-taxonomy/
Jeff Loats
Jeff.Loats@gmail.com
303-900-2175
Take a card and visit slideshare.net/jeffloats