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This site from SERC explains how to implement the Just-in-Time Teaching method. The instructor must choose a course, determine the objective and format of JiTT questions, and carefully construct these questions. Next the instructor must design a web-based JiTT submission platform, let students know that their responses count, give one set of questions a week throughout the course, review students' ... Full description.
Grade level: College (13-14), College (15-16), Graduate / Professional
Resource type: Ref. material
Subject: Educational theory and practice
 
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This site from SERC describes ConcepTests, which are conceptual multiple-choice questions that were originally designed by Eric Mazur at Harvard University for students in large physics classes. ConcepTests are generally short, and as they are multiple-choice, they are useful for immediate quantitative assessment of student understanding. It may be useful to the instructor to know how many correct ... Full description.
Grade level: College (13-14), College (15-16), Graduate / Professional
Resource type: Assessment / Evaluation, Ref. material
Subject: Educational theory and practice
 
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This site from SERC details the way that Laura Guertin at Penn State Delaware County schedules her Just-in-Time Teaching (JiTT) assignments, what she calls "GeoBytes." She uses JiTT in her introductory-level geoscience courses that consist of a lecture-only format. Full description.
Grade level: College (13-14), College (15-16)
Resource type: Ref. material
Subject: Educational theory and practice
 
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This site from SERC describes creative methods that instructors can employ to entice students into answering Just-in-Time Teaching (JiTT) questions. Responses can be evaluated for accuracy or for completion. A JiTT assessment rubric example is outlined. Full description.
Grade level: College (13-14), College (15-16), Graduate / Professional
Resource type: Ref. material
Subject: Educational theory and practice
 
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This site from SERC describes how the Just-in-Time Teaching (JiTT) technique can also be used to end a subject and review material. This type of exercise is typically called a "puzzle." Puzzles are more complex questions that require more accurate responses and are typically evaluated more rigorously. Full description.
Grade level: College (13-14), College (15-16), Graduate / Professional
Resource type: Classroom activity
Subject: Educational theory and practice
 
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This site from SERC features a collection of books, websites, journal articles, and presentations about Just-in-Time Teaching (JiTT). Full description.
Grade level: College (13-14), College (15-16), Graduate / Professional
Resource type: Ref. material, Educational portal, Clearinghouse
Subject: Educational theory and practice
 
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This site from SERC features many examples of Just-in-Time Teaching (JiTT) warm up exercises. Full description.
Grade level: College (13-14), College (15-16), Graduate / Professional
Resource type: Classroom activity
Subject: Educational theory and practice
 
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This site from SERC introduces Just-in-Time Teaching (JiTT), a combination of active learning and Internet technology. The site provides a definition of JiTT and examples of JiTT warm up exercises, as well as related links and references. Full description.
Grade level: College (13-14), College (15-16), Graduate / Professional
Resource type: Module / Unit, Ref. material
Subject: Educational theory and practice
 
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This site from SERC's Starting Point introduces the teaching technique called Gallery Walk, which is a discussion technique for active engagement. The site provides links to information that describes Gallery Walk, reasons for using this technique, example exercises, and related references. Full description.
Grade level: College (13-14), College (15-16)
Resource type: Ref. material
Subject: Educational theory and practice
 
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This site from SERC's Starting Point explains how Gallery Walks engage students in more active learning and increase class participation. Instructors prepare questions and post them in different stations. Students review the questions and add comments, each team building on the last team's comments. When a group returns to the station where it started, the students synthesize all of the information ... Full description.
Grade level: College (13-14), College (15-16)
Resource type: Ref. material
Subject: Educational theory and practice
 
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