What's the difference between a "JiTT" and a "warm-up"?

While the acronym JiTT refers to Just-in-Time Teaching, we also use the shorthand "JiTT" to refer to JiTT warm-up questions.  So, in many cases, there isn't any difference between the two.  The two terms, in context, can be used interchangeably.

Do I need a course management program to use JiTTs? 

Course management programs such as WebCT, Blackboard, or eCollege (commercially-available programs) or Etudes (a public sector effort at http://www.foothillglobalaccess.org/etudes/ ) greatly ease the distribution and collection of JiTTs. In addition, some textbook publishers provide access to similar course management programs institutions free of charge when using one of their texts.

What if my university doesn't use a web-based class management system like WebCT, Blackboard, or eCollege?

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How should I grade JiTTs? 

In our experience, students take JiTTs seriously only if there is an incentive, even it is a small percentage of a final grade, say 5%. We recommend that each JiTT be graded on level of completion, not accuracy of the answer. In other words, students who demonstrate that they have thought about a question receive full points even if the answer is wrong. 

How long should JiTTs be? 

Our students report that it takes them about 15-30 minutes to answer a JiTT if they have completed the assigned reading.

Can I contribute my JiTTs? 

We encourage instructors to contact us with their questions or contributions at ssimkins@ncat.edu or mmaier@glendale.edu

Are there JiTTs available in other disciplines? 

JiTT was developed originally for physics instruction and has been used extensively in other natural sciences. See www.jitt.org 

How long should I give students to submit their JiTTs?

 We post our JiTTs about a week before they are due and the due date is usually 24 hours before we will cover the topic in class. 

What’s the best way to use JiTTs in class? 

The easiest way to use JiTTs is to copy representative student answers, either electronically or on paper. Use these responses as illustrations during the lecture (students love to see their work made public) or ask students to analyze a student answer in pair or group work.  See our examples at this site [give link]. 

Won’t students copy one another? 

In our experience students infrequently copy each other’s work in JiTT assignments probably because each JiTT constitutes only a small part of the grade and the penalty for copying is high. Nonetheless, electronic submissions do increase the ease with which students can send their work to others. If copying is a concern, create JiTT questions that require different answers from each student, for example by asking them to write their own short case study or to study a country or corporation beginning with the same letter as their name. 

Should I attach names to student work used in class?  

It is important to announce to students that their JiTT submissions may be used in class. In most cases we find it best not attach names when student work is posted. Also we are careful not to use a submission that may embarrass a student because of its low quality, poor English usage, or personal revelation.

How  much time does this take?

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How do students respond to JiTT?

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Does it really improve student learning?

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Can you use JiTT in large classes?

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How many people are using JiTT in their classes?

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Is JiTT just another teaching fad?

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