JiTT-Based Classroom Activities

1. Use student responses as examples in class lectures

JiTT responses provide attention-getting examples when used during a class lecture. We recommend that student answers be presented anonymously with identifying information removed. Student-generated examples often are more relevant to student experience than one provided by the instructor. Also, student work that is particularly insightful or pertinent can serve an exemplars, demonstrating the quality level we would like to see in future JiTTs.

Examples:

• Verbal model of two variable relationship
• examples of ceteris paribus
• personal examples of marginal cost-benefit
• personal examples of gains from trade
• explanation of elastic metaphor
• calculation of elasticity based on personal experience
• student stories about mc and atc
• student stories about economies of scale
• student stories about implicit/explicit costs
• examples from students’ lives of GDP accounting
• application of BEA data in a future job
• create analogies for automatic and discretionary policy
• interview about an individual’s demand for money
• questions for FOMC
• comparison of data between countries
• analogies for pushing on a string
• should a friend move to Sweden

2. Small groups evaluate student responses, correcting errors

JiTT responses provide ready-to-go small group or pair work in which students evaluate answers submitted by their classmates. Before class it is a relatively easy task to select two or more student responses, and photocopy them or prepare them for electronic display for use in class. We recommend that responses be used anonymously. We find it important to construct the in-class activity carefully so that all students will be involved. For example, small groups or pairs might be ask to determine the more accurate of two JiTT responses and then vote by holding up one or two fingers. Groups can be held accountable for their answer by calling on students at random. Students might then be asked to improve one or more of the answers by correcting mistakes or inserting additional language in the original student response.

Examples:

• explain why prices rise if demand rises
• explain equilibrium price in response to shortage
• analyze concentration ratios at US Census
• reading bond market reports
• analysis of labor force participation
• analysis of employment and economic growth
• analysis of impact of EFT on money creation
• analysis of oil price shocks
• case study of currency value determinants

3. Students solve problems using JiTT responses

JiTT responses can be as the basis of in-class problems using data or cases in which students calculate a statistic, predict an outcome, or provide a diagram model based on one or more student JiTT responses. Attention should be paid to the problem-solving format of the activity: should it be solved individually, pairs, or in small groups? How will students be accountable for their answers? The following examples illustrate possible techniques for making certain that all students are involved in the activity.

Examples:

• calculation based on person experience with elasticity
• example of income elasticity from BLS website
• student stories about MC and ATC
• online calculator to compute NPV
• explain real versus nominal values
• historical price of gas
• analysis of consumer spending on AD/AS
• analysis of oil price shocks on AD/AS

4. Small group structured debate

When JiTT responses ask students to take a position on a controversial issue, these answers can be used for a structured in-class debates. The following technique allows all students to participate, yet can be completed in as little as fifteen minutes. (For more on this method, called “structured controversy” or “cooperative controversy” see Millis, Barbara and P. G. Cottell. Cooperative Learning for Higher Education Faculty, Oryx Press, 1998 and Elizabeth Barkley et alCollaborative Learning Techniques, Jossey-Bass, 2004.)  

• Organize students into groups of two. (Use instructor assignment or random assignment so that friends don’t work together.)
• One half of the groups take the pro side; the other half take the con side. Each pair lists the strongest arguments for their position.
• Then pairs combine into groups of four, with one pair on each side of the debate. One pair reads their reasons while the other side listens. Then they reverse roles and repeat.
• Finally, each group of four selects the strongest argument on each side and, if appropriate, reaches a consensus on a final position.
• As a follow-up activity, students may be asked to write an individual essay on the topic.

Examples:

• case study of recycling,
• analysis of tax incidence,
• policy recommendations for fiscal policy,
• budget simulator recommendations for US budget,
• analysis of Democratic and Republican recommendations,
• analysis of competing recommendations for social security,
• should a friend move to Sweden ?

Updated: 1/2005