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Exploring Just in Time Teaching (JiTT) in a First Year Success Classroom

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Abstract:

Just in Time Teaching (JiTT) is a key element in the Flipped Classroom Pedagogical Approach. Inspired by the tremendous success of JiTT in a Physics class at MSU Denver, starting from Fall 2013, I began incorporating JiTT pedagogy into a First Year Success classroom. Specifically, students in this class respond electronically to carefully constructed web-based assignments which are due shortly before class (10pm the night before). I then read student submissions "just-in-time" to adjust the classroom lesson to suit the students’ needs. At the heart of JiTT is the "feedback loop" formed by the students' outside-of-class preparation that fundamentally affects what happens during the subsequent in-class time together.

This paper joins the debate in the exiting "Flipped Classroom" literature by providing findings and experiences of incorporating JiTT pedagogy in an urban commuter university in the Denver Metro area. First, this paper explores challenges and benefits of implementing JiTT pedagogy in an introductory level course; second, this study compares and contrasts student learning outcomes between an upper division JiTT course in Natural Science (Physics) and a lower division JiTT course in Social Sciences (Sociology); third, this paper presents initial finding on the teaching effectiveness using this innovative pedagogical approach in a predominantly freshmen classroom.

Most Common Document Word Stems:

jitt (9), classroom (7), student (6), class (5), teach (4), time (3), first (3), success (3), flip (3), learn (3), denver (3), outcom (3), compar (3), physic (3), paper (3), pedagogi (3), cours (3), sociolog (3), via (2), assign (2), sampl (2),
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Association:
Name: Pacific Sociological Association Annual Meeting
URL:
http://www.pacificsoc.org


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URL: http://citation.allacademic.com/meta/p707848_index.html
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MLA Citation:

Jiang, Ting. and Loats, Jeff. "Exploring Just in Time Teaching (JiTT) in a First Year Success Classroom" Paper presented at the annual meeting of the Pacific Sociological Association Annual Meeting, Marriott Downtown Waterfront, Portland, Oregon, Mar 27, 2014 <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p707848_index.html>

APA Citation:

Jiang, T. and Loats, J. , 2014-03-27 "Exploring Just in Time Teaching (JiTT) in a First Year Success Classroom" Paper presented at the annual meeting of the Pacific Sociological Association Annual Meeting, Marriott Downtown Waterfront, Portland, Oregon Online <PDF>. 2014-12-10 from http://citation.allacademic.com/meta/p707848_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Just in Time Teaching (JiTT) is a key element in the Flipped Classroom Pedagogical Approach. Inspired by the tremendous success of JiTT in a Physics class at MSU Denver, starting from Fall 2013, I began incorporating JiTT pedagogy into a First Year Success classroom. Specifically, students in this class respond electronically to carefully constructed web-based assignments which are due shortly before class (10pm the night before). I then read student submissions "just-in-time" to adjust the classroom lesson to suit the students’ needs. At the heart of JiTT is the "feedback loop" formed by the students' outside-of-class preparation that fundamentally affects what happens during the subsequent in-class time together.

This paper joins the debate in the exiting "Flipped Classroom" literature by providing findings and experiences of incorporating JiTT pedagogy in an urban commuter university in the Denver Metro area. First, this paper explores challenges and benefits of implementing JiTT pedagogy in an introductory level course; second, this study compares and contrasts student learning outcomes between an upper division JiTT course in Natural Science (Physics) and a lower division JiTT course in Social Sciences (Sociology); third, this paper presents initial finding on the teaching effectiveness using this innovative pedagogical approach in a predominantly freshmen classroom.


Similar Titles:
Using Service Learning in Teaching Sociology: Student Challenges, Resistance, and Successes

Meeting Needs of Pre-service Teachers: Outcomes of a Flipped Classroom Approach to Teaching and Learning


 
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