Using JiTT Pedagogy - Step by Step

Step 1: Writing the JiTT Warm-up Question

Carefully constructed warm-up questions are the key to successful Just-in-Time teaching. Questions need to be difficult enough that they require students to think about new material, but not so difficult that there is little to be gained by reading the assignment. We find that we often need to tweak our JiTT questions so that they are unambiguous and clearly understood by all students. Typically, students remain engaged when we use a variety of JiTT types during the semester, for example at different points in the semester asking students to describe an analogy, solve a problem, or take a side on a controversial issue.

Step 2: Distributing the JITTs to Students

We use a course management program such as WebCT or Blackboard to distribute our JiTTs. In WebCT or Blackboard, the “Quiz” function provides an easy tool for keeping track of JiTTs, posting them with due dates, viewing student responses, and keeping track of grades. It is also possible to use web-based forms or simple email. We post our JiTTs from 2-5 days before they are due and typically set the due date the night before we plan to use the JiTT submissions in class.

Step 3: Evaluating and Responding to JiTTs

In our experience, students take JiTTs seriously only if there is an incentive for them to complete the assignment well, so we grade each JiTT. Even if JiTTs in total count only a small percentage of the final grade, say 5%, we find 80% to 90% response rates, with most students taking the JiTT seriously. We recommend that each JiTT be graded on level of completion and effort, not solely accuracy of the answer. Students who demonstrate that they have thought seriously about a question may receive nearly full points even if the answer is not completely correct. Given this type of grading, it is fairly easy to assign points quickly- say, given a 10 point scale - 0 points for no effort, 3 for little effort (done just before the deadline simply to "get it done"), 7-8 points for good effort with reasonably complete answer, and 9-10 points for evidence of serious effort and attempt to apply concepts, principles, and evidence in answering the question, even if not completely correct. Even in relatively large classes of one hundred students we are able to provide brief feedback for each submission -“fascinating example,” or “please look again at the equation”- without an unreasonable amount of effort.

Step 4: Using JiTT Responses in Class

JiTTs can be used in class as part of the next day’s lectures or as the basis for small group work. When evaluating the JiTT responses we note similar student misconceptions, mistakes, or problems and select representative responses to use as illustrations in class. We select from 4-7 responses, cut and paste these into Word or Powerpoint, and display them at the start of the next class. The responses contain no student names when we show them in class.

At the start of the class we refer to these selected student responses and use them to generate classroom discussions or small-group activities. For example, we might have students compare different student answers in an attempt to clarify a confusing point. Small group work with JiTTs can be quite simple, for example copy one student response and ask students working in pairs to improve the answer. More ambitious group work can involve a structured debate in which students read contrasting viewpoints submitted as JiTTs, evaluating the arguments on either side.

Step 5: Including JiTT-related Questions on Exams

Follow up JiTT questions and in-class discussion with related quiz/exam questions. This point emphasizes the need to select JiTT warm-up questions that are relevant to the learning objectives that you have for your class. In this way, the JiTT pedagogy is aligned both with assessment processes and learning outcomes. In fact, you can think of JiTT pedagogy as a type of formative assessment for students - providing them with low-stakes assessment of learning throughout the semester. You will achieve greater "buy-in" from students and greater JiTT participation if you also include JiTT-like questions on (generally) higher-stakes summative exams and quizzes, where students can demonstrate the value-added from completing the JiTT assignments.

Updated: 1/2005