Name
School
Department
JUST IN TIME TEACHING
A 21ST CENTURY TEACHING
TECHNIQUE
(PART 1)
@ AIMS FALL FACULTY FORUM
DR. JEFF...
WARM-UP: TEACHING HERITAGE
Thinking about the college instructors you've had
experiences with (including yourself), where ...
WARM-UP: TEACHING HERITAGE
Snippets:
“They generally use methods they experienced as
students that worked best for them. H...
WARM-UP: TEACHING HERITAGE
“I think instructors choose to lecture because it is
the quickest way to get large amounts of
i...
WARM-UP: TEACHING HERITAGE
“[…] I believe that these attitudes come from the
fact that they received lecture in this form ...
WARM-UP: TEACHING HERITAGE
“[…]
-Curriculum. Some instructor truly feel the
pressure (from various places) to "cover" a
ce...
WARM-UP: TEACHING HERITAGE
Thinking about the college instructors you've had
experiences with (including yourself), where ...
THE EVIDENCE STANDARD
Teachers can feel bombarded…
I strive to be a scholarly teacher …
• Apply the rigor we bring to our ...
In your teaching do you have a method for holding
students accountable for preparing for class?
Previous anonymous poll re...
OVERVIEW
1. Motivation for change
2. Basics of Just-in-Time Teaching
3. Mock example
4. Evidence for effectiveness
5. Summ...
PHYSICS EDUCATION REVOLUTION
Eric Mazur, Physicist at Harvard:
“ALL SIMILARLY (IN)EFFECTIVE…”
University of
Washington
CU Boulder
University of Illinois
at Urbana-Champaign
TECHNIQUE & TECHNOLOGY
Technique:
Just-in-Time Teaching
Technology:
Online question & response tools
Learne
r
Teacher
JUST-IN-TIME TEACHING
Online pre-class assignments
called WarmUps
First half - Students
• Conceptual questions, answered i...
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 te...
WARM-UP: ROBODOG VS.
ROBOCAT
Predict which one will win the race, and explain
why you think so.
From last night:
~33% → Ro...
WARM-UP: ROBODOG VS.
ROBOCAT
Invalid arguments:
“I'm going to say the cat simply because cats are
better than dogs.”
“Dog”
WARM-UP: ROBODOG VS.
ROBOCAT
“The dog will win because it can cover a longer
distance with increased speed.”
“The dog will...
WARM-UP: ROBODOG VS.
ROBOCAT
“The cat will win because running for half the
time can cover more than half the race distanc...
Consider a typical day in your class. What fraction
of students did their preparatory work before
coming to class?
Previou...
STUDENT PREPARATION
SCHOLARSHIP
Quotes from Sappington, Kinsey, & Munsayac (2002)
"72% of Connor-Greene’s (2000) sample re...
JITT STRUCTURE & RESPONSE
RATES
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 ...
WARMUP QUESTIONS
• Every-day language
• Occasional simple comprehension question
• Mostly “higher level” questions
• Any q...
METACOGNITION
Two questions in every WarmUp:
First:“What aspect of the material did you find
the most difficult or interes...
JUST-IN-TIME TEACHING
A different student role:
• Actively prepare for class
(not just reading/watching)
• Actively engage...
MAZUR AFTER 1 YEAR
ELSEWHERE?
WHAT MIGHT STOP YOU?
In terms of the technique:
Time, coverage, not doing your part, pushback…
In terms of the technology:...
MY SUMMARY
JiTT is an easy research-based technique that you
can consistently integrate into your teaching.
From an eviden...
YOUR SUMMARY
What part of JiTT concept/process is the fuzziest
for you after this talk?
At Lunch:
Scholarly Teaching & Mak...
JITT REFERENCES & RESOURCES
Simkins, Scott and Maier, Mark (Eds.) (2010) Just in Time Teaching: Across the Disciplines, Ac...
Prochain SlideShare
Chargement dans…5
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Aims Breakfast Keynote - Oct 2015 - Just-in-Time Teaching - Jeff Loats

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Part 1 of a two-part presentation about both scholarly-teaching and Just-in-Time Teaching. This was the breakfast keynote.

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Aims Breakfast Keynote - Oct 2015 - Just-in-Time Teaching - Jeff Loats

  1. 1. Name School Department JUST IN TIME TEACHING A 21ST CENTURY TEACHING TECHNIQUE (PART 1) @ AIMS FALL FACULTY FORUM DR. JEFF LOATS
  2. 2. 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? ~62% → “We Teach The Way We Were Taught” ~31% → Teacher personality/comfort/style ~23% → Training ~23% → Experiences while teaching One each: efficiency, creativity, research, fear, education courses, students, rooms, etc.
  3. 3. WARM-UP: TEACHING HERITAGE Snippets: “They generally use methods they experienced as students that worked best for them. However, this would be chosen from a limited set of experiences they themselves had while students.” “the classrooms are conducive to lecture” “the students are expecting a regular style course and are trained in such.”
  4. 4. WARM-UP: TEACHING HERITAGE “I think instructors choose to lecture because it is the quickest way to get large amounts of information to students in the small amount of time that they have. They also avoid too much engagement in the classroom because it is hard to assess how much a student has learned when the classroom environment is engaging and interactive.”
  5. 5. WARM-UP: TEACHING HERITAGE “[…] I believe that these attitudes come from the fact that they received lecture in this form AND they believe that they have been hired for their expertise in their subject. Therefore, they need to demonstrate their expertise.”
  6. 6. WARM-UP: TEACHING HERITAGE “[…] -Curriculum. Some instructor truly feel the pressure (from various places) to "cover" a certain level of content to meet objectives, outcomes, etc. While an interactive approach may sound nice, some instructors find that it is a luxury they cannot afford.”
  7. 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? ~62% → “We Teach The Way We Were Taught” ~31% → Teacher personality/comfort/style ~23% → Training ~23% → Experiences while teaching One each: efficiency, creativity, research, fear, education courses, students, rooms, etc.
  8. 8. THE EVIDENCE STANDARD Teachers can feel bombarded… I strive to be a scholarly teacher … • Apply the rigor we bring to our academic disciplines to the discipline of teaching. • Choose teaching methods that are strongly informed by the best empirical evidence available. Contrast teaching your subject with treating a medical condition…
  9. 9. In your teaching do you have a method for holding students accountable for preparing for class? Previous anonymous poll results (compiled): A) I don’t, but I ask/threaten really well B) I use a paper method (quiz, journal…) C) I use a digital method (clickers, etc.) D) I use Just-in-Time Teaching E) I have some other method 17% 51% 11% 5% 17% (𝑁~230)
  10. 10. OVERVIEW 1. Motivation for change 2. Basics of Just-in-Time Teaching 3. Mock example 4. Evidence for effectiveness 5. Summaries Over Lunch: “Just-in-Time Teaching: Making It Shine”
  11. 11. PHYSICS EDUCATION REVOLUTION Eric Mazur, Physicist at Harvard:
  12. 12. “ALL SIMILARLY (IN)EFFECTIVE…”
  13. 13. University of Washington CU Boulder University of Illinois at Urbana-Champaign
  14. 14. TECHNIQUE & TECHNOLOGY Technique: Just-in-Time Teaching Technology: Online question & response tools Learne r Teacher
  15. 15. JUST-IN-TIME TEACHING Online pre-class assignments called 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 day’s plan accordingly. • Aggregate and individual (anonymous) responses are displayed in class. Learne r Teacher
  16. 16. 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. A) The cat wins B) The dog wins C) They tie 17
  17. 17. WARM-UP: ROBODOG VS. ROBOCAT Predict which one will win the race, and explain why you think so. From last night: ~33% → Robocat! ~58% → Robodog! ~0% → They tie! ~8% → Can’t tell! Alternate view: ~8% → Good math ~8% → Bad math ~33% → Good reasoning ~33% → Bad reasoning ~8% → Invalid arguments ~8% → No reasoning 
  18. 18. WARM-UP: ROBODOG VS. ROBOCAT Invalid arguments: “I'm going to say the cat simply because cats are better than dogs.” “Dog”
  19. 19. WARM-UP: ROBODOG VS. ROBOCAT “The dog will win because it can cover a longer distance with increased speed.” “The dog will win because he will run for a longer distance of the race than the cat will. The cat will start walking before the dog gets to the halfway point in distance.” “Half the distance is a known quantity at the start. Half the time is not known a the start. Who knows which will win the race. ”
  20. 20. WARM-UP: ROBODOG VS. ROBOCAT “The cat will win because running for half the time can cover more than half the race distance the dog will run.” “The cat will win. It covers more distance running than walking while the dog covers exactly half the distance running.”
  21. 21. Consider a typical day in your class. What fraction of students did their preparatory work before coming to class? Previous anonymous poll results (compiled): A) 0% - 20% B) 20% - 40% C) 40% - 60% D) 60% - 80% E) 80% - 100% 22 29% 32% 20% 14% 5% (𝑁~238)
  22. 22. STUDENT PREPARATION SCHOLARSHIP Quotes from Sappington, Kinsey, & Munsayac (2002) "72% of Connor-Greene’s (2000) sample reported that they rarely or never read their assignments by the due date.” "Burchfield and Sappington (2000): On any given day, less than a third of students in this population had adequately prepared for class." USPIRG survey: 70% of students admit that they sometimes don’t even obtain required textbooks.
  23. 23. JITT STRUCTURE & RESPONSE RATES 0 10 20 30 40 50 60 70 80 90 100 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 %Responsed Class # Response Rate by Day College Physics I, N = 78 Worth 10% of final grade Due 10 PM the night before class Assignments available for prior 2-3 days College Physics I
  24. 24. WARMUP QUESTIONS • Every-day language • Occasional simple comprehension question • Mostly “higher level” questions • Any question is better than none (don’t be precious) 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.
  25. 25. METACOGNITION Two questions in every WarmUp: First:“What aspect of the material did you find the most difficult or interesting.” Last: “How much time did you spend on the pre- class work for tomorrow?” Connections to evidence: –Practicing metacognition is beneficial: Students regularly evaluate their own interaction with the material.
  26. 26. 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 year’s notes ) • Modify class accordingly • Create interactive engagement opportunities Learne r Teacher
  27. 27. MAZUR AFTER 1 YEAR
  28. 28. ELSEWHERE?
  29. 29. WHAT MIGHT STOP YOU? 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…
  30. 30. MY SUMMARY JiTT is an easy research-based technique 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?)
  31. 31. YOUR SUMMARY What part of JiTT concept/process is the fuzziest for you after this talk? At Lunch: Scholarly Teaching & Making JiTT Shine Email: jeff.loats@gmail.com Twitter: @JeffLoats Slides: www.slideshare.net/JeffLoats
  32. 32. JITT REFERENCES & RESOURCES Simkins, Scott and Maier, Mark (Eds.) (2010) Just in Time Teaching: Across the Disciplines, Across the Academy, Stylus Publishing. Gregor M. Novak, Andrew Gavrin, Wolfgang Christian, Evelyn Patterson (1999) Just-in-Time Teaching: Blending Active Learning with Web Technology. Prentice Hall. Upper Saddle River NJ. K. A. Marrs, and G. Novak. (2004). Just-in-Time Teaching in Biology: Creating an Active Learner Classroom Using the Internet. Cell Biology Education, v. 3, p. 49-61. Jay R. Howard (2004). Just-in-Time Teaching in Sociology or How I Convinced My Students to Actually Read the Assignment. Teaching Sociology, Vol. 32 (No. 4 ). pp. 385-390. Published by: American Sociological Association Stable URL: http://www.jstor.org/stable/3649666 S. Linneman, T. Plake (2006). Searching for the Difference: A Controlled Test of Just-in-Time Teaching for Large-Enrollment Introductory Geology Courses. Journal of Geoscience Education, Vol. 54 (No. 1) Stable URL:http://www.nagt.org/nagt/jge/abstracts/jan06.html#v54p18 ON-DEMAND SLIDES

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