What exactly is Just-in-Time Teaching (JiTT)? Wikipedia defines JiTT as “a pedagogical strategy that uses feedback between classroom activities and work that students do at home, in preparation for the classroom meeting.” The goal of JiTT is to enhance the amount of learning that takes place during class time. The idea is that the instructor will give assignments that the students must complete and submit shortly before class, then the instructor will read the students’ submissions “just in time” to fine-tune the lesson of the day to meet the students’ needs.
The dynamics of today’s classrooms are constantly changing, including the kinds of students that fill these classrooms. Classrooms now consist of part- and full-time working students, commuters, and older students. They all come from different backgrounds and different levels of education. As a result, instructors’ teaching methods need to evolve in order to keep up with the varying student population. JiTT approaches these challenges by gauging the knowledge level of each individual student on a given topic. The feedback that is obtained from the out-of-class assignments help to maximize the effectiveness of class sessions. The feedback also encourages the instructor to construct team-building exercises. Before class starts, they are able to use the students’ feedback to create lessons that will allow the class to work together on the same objective.
JiTT assignments (often called WarmUps) allow students to take a more active role in their learning because it is their hard work that shapes the next class. These assignments should be built in a way that requires students to do a decent amount of research by reading a book or an online article, watching a video, etc. Instructors should also encourage students to practice using problem-solving and critical-thinking skills. The best way to do this is to create a few open-ended and short-answer questions that pertain to a subject that was not previously discussed in class.
With JiTT, student learning is enriched, and it increases the efficacy and success of classroom lessons.
Just-in-Time-Teaching, JiTT, is an interesting method. I have only heard of teachable moments before this method/approach, as an addition to traditional methods of teaching. JiTT may not be possible for every teacher however; in my many years of substitute teaching, I heard so many teachers comment on how they had too much work to do and how they were pressed for time. However, if possible, this method sounds highly effective and is one I would like to try. If you want to “fine-tune” your approach to teaching, this method sounds like it will take more time; yet, will save you time in other areas–planning for example? You are able to fit this into your schedule? What do I say to other teachers, who believe they do not have time for this, what would be considered extra work? Now, I understand what you are discussing and I would make the time for it myself because I believe it saves time in the long-run. If I understand correctly that these assignments are not really assignments, which are graded; yet, they are literally work they do for feedback for their understanding on the lessons. If I understand you correctly, you are looking for an understanding of what they learned from the lessons for the day, if objectives were met, and if they understand at an acceptable percentage of learning? In other words, you address/redress what they do or do not understand from what they must be taught or what is important to know?
Further, do you add in newer knowledge along with what is being redressed to keep current or stay at a particular pace? Or do you simply take more time with what the feedback tells you? There is what is known as the inch-deep, mile wide curriculum, where everything must be taught and too little time is spent on it. I disagree with this type of teaching because we are entering an area, where teaching is not really about learning; rather, it is about making sure we have covered enough material–teaching to the material. I believe less time has to be spent on so many topics; yet, a further exploration of these topics, is where learning and teaching could really occur. I want to teach in a classroom, which looks like this. Where I see my students engaged in exploring topics, questioning, discussing, and researching using various technological gadgets to further their learnings. I would also like to see a clearboard with technological gadgets attached to it, rather than the traditional chalkboard; it is time to do away with these items in the classroom. I would also like to see the above technical board, replacing the whiteboard as well. A more advanced room is what I am after.