tlts 2014 - just-in-time teaching - oct 2014 - jeff loats
TRANSCRIPT
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NameSchoolDepartment
JUST IN TIME TEACHINGA 21ST CENTURY LEARNING TECHNIQUE
@ TEACHING & LEARNING WITH TECHNOLOGY SYMPOSIUMOCTOBER 24TH, 2014
DR. JEFF LOATSDEPARTMENT OF PHYSICS
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THE EVIDENCE STANDARD
Teachers can feel bombarded…
I strive to be a scholarly teacher …
• Apply the rigor we bring to our academic disciplines to the discipline of teaching.
• Choose teaching methods that are strongly informed by the best empirical evidence available.
Contrast teaching your subject with treating diabetes
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OVERVIEW
1. Motivation for change
2. Basics of Just-in-Time Teaching
3. Mock example
4. Evidence for effectiveness
5. Summaries
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In your teaching, do you have a method for holding students accountable for preparing for class?
A)Stern threats and/or playful pleading.
B) A paper method (quiz, journal, others?)
C) A digital method (clickers, others?)
D)Just in Time Teaching.
E) Some other method.
4
18%49%10%5%
17%
From~190
others
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PHYSICS EDUCATION REVOLUTIONEric Mazur, Physicist at Harvard:
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“ALL SIMILARLY (IN)EFFECTIVE…”
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University of Washington
CU Boulder
University of Illinois
at Urbana-Champaign
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JUST-IN-TIME TEACHING
Online pre-class assignments called WarmUps
First half - Students
• Conceptual questions, answered in sentences
• Graded on thoughtful effort
Second half - Instructor
• Responses are read “just in time”
• Instructor modifies that day’s plan accordingly.
• Aggregate and individual (anonymous) responses are displayed in class.
Learner
Teacher
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Consider a typical day in your class. What fraction of students did their preparatory work before coming to class?
A) 0% - 20%
B) 20% - 40%
C) 40% - 60%
D) 60% - 80%
E) 80% - 100%
9
28%33%21%13%5%
~215 others
Careful studies on this give results near 30%
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WARMUP QUESTIONS
• Every-day language• Occasional simple comprehension question• Mostly higher level questions (a la Bloom)• Perhaps any question is better than none
Connections to evidence:–Pre-class work reduces working memory load
during class.–Multimodal practice (not learning styles):
JiTT brings reading, writing and discussion as modes of practice.
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METACOGNITION
Two questions in every WarmUp:
First: “What aspect of the material did you find the most difficult or interesting.”
Last: “How much time did you spend on the pre-class work for tomorrow?”
Connections to evidence:
–Forced practice at metacognition: Students regularly evaluate their own interaction with the material.
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EXAMPLE: WHIRLING BUCKETA bucket of water can be whirled in a vertical circle without the water falling out, even at the top of the circle when the bucket is upside down. Explain…
~15% → An outward force holds it in~30% → An inward force holds it in~20% → Talked (correctly!) about
acceleration & velocity… but didn't really answer.
~10% → Nailed it! (or close enough)
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EXAMPLE: WHIRLING BUCKET“The water doesn't come out because you twirling the bucket is applying the force of spinning, and the water just kind of counteracts that motion.”
“Because the water naturally wants to keep traveling in the same direction its being whirled around in the water attempts to continue going up in a straight line but the bottom of the bucket forces it to stay in the bucket, like when you are pushed by the door of a car while making a turn.”
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JUST-IN-TIME TEACHING
A different student role:
• Actively prepare for class(not just reading/watching)
• Actively engage in class
• Compare your progress & plan accordingly
A different instructor role:
• Actively prepare for class with you(not just going over last year’s notes )
• Modify class accordingly
• Create interactive engagement opportunities
Learner
Teacher
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JITT STRUCTURE & RESPONSE RATES
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 290
10
20
30
40
50
60
70
80
90
100
Response Rate by Day
Class #
% R
esp
on
sed
College Physics I, N = 78
Worth 10% of final gradeDue 10 PM the night before classAssignments available for prior 2-3 days
College Physics I
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JITT VS. FINAL GRADE CORRELATIONS
College Physics I, Fall 2013
10 20 30 40 50 60 70 80 90 1000
20
40
60
80
100
WarmUps vs. Cumulative Score
WarmUp Score
Cum
ulati
ve S
core
(with
out w
arm
-ups
)
Correlation r = 0.71
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MAZUR AFTER 1 YEAR
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ELSEWHERE?
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STUDIED EFFECTIVENESS
Used at hundreds of institutions
Dozens of studies/articles, in many disciplines:Bio, Art Hist., Econ., Math, Psych., Chem., etc.
– Increase in content knowledge
– Improved student preparation for class
– Improved use of out-of-class time
– Increased attendance & engagement in class
– Improvement in affective measures
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WHAT MIGHT STOP YOU?
In terms of the technique:
Time, coverage, not doing your part, pushback…
In terms of the technology:
Learning curve, tech. failures, perfectionism…
In any reform of your teaching:
Reinventing, no support, too much at once…
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MY SUMMARY
JiTT may be among the easiest research-based instructional strategies that you can consistently integrate into your teaching.
From an evidence-based perspective, JiTT addresses often-neglected areas.
Be prepared to find that students know less than we might hope. (Perhaps freeing?)
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YOUR SUMMARY
What part of JiTT concept/process is the fuzziest for you after this talk?
What is the biggest reason you might not give JiTT a try in one course next term?
Email: [email protected]: @JeffLoatsSlides: www.slideshare.net/JeffLoats
Don’t hesitate to get in touch.
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JITT REFERENCES & RESOURCES
Simkins, Scott and Maier, Mark (Eds.) (2010) Just in Time Teaching: Across the Disciplines, Across the Academy, Stylus Publishing.
Gregor M. Novak, Andrew Gavrini, Wolfgang Christian, Evelyn Patterson (1999) Just-in-Time Teaching: Blending Active Learning with Web Technology. Prentice Hall. Upper Saddle River NJ.
K. A. Marrs, and G. Novak. (2004). Just-in-Time Teaching in Biology: Creating an Active Learner Classroom Using the Internet. Cell Biology Education, v. 3, p. 49-61.
Jay R. Howard (2004). Just-in-Time Teaching in Sociology or How I Convinced My Students to Actually Read the Assignment. Teaching Sociology, Vol. 32 (No. 4 ). pp. 385-390. Published by: American Sociological AssociationStable URL: http://www.jstor.org/stable/3649666
S. Linneman, T. Plake (2006). Searching for the Difference: A Controlled Test of Just-in-Time Teaching for Large-Enrollment Introductory Geology Courses. Journal of Geoscience Education, Vol. 54 (No. 1)Stable URL:http://www.nagt.org/nagt/jge/abstracts/jan06.html#v54p18
ON-DEMAND SLIDES
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PROGRESSIVE EXAMS CORRELATIONSCollege Physics I:
Important disclosure: This was not a hypothesis we were testing, it appeared as we analyzed the data. Could be spurious.
Mini Exam(week 4)
Exam 1(week 7)
Exam 2(week 11)
Final Exam(week 16)
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0.18
0.33
0.43
0.54
Non
eW
eak
Stro
ngM
oder
ate
Correlations between Total WarmUp Score
and Sequence of Exams
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Mean on 1-5 scalePreparation for class 4.06
Engagement during class 3.93
Learning the material 3.79
STUDENT SURVEY RESULTS
Harmful Neutral Helpful0%
20%
40%
60%
80%
100%
9% 10%
81%
10%18%
73%
10%22%
68%
How did WarmUps af-fect your...
Preparation Engagement LearningN = 781
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STUDENT SURVEY QUOTES
Physics:
“Initially, it was hard for me to get used to the warm-ups. It seemed like along with the homework assignments there was a lot of things to do. Eventually I got used to it and ultimately the warmups really helped me to learn the material and stay caught up with the class.”
“If it weren't for warm ups, the amount of time I spent reading the book would have dropped by 75%”
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WHAT TOOLS TO USE?
The crucial part:
Daily reading, grading & using responses• Automatic full credit for any
response• View all responses to a question
together• Grade responses on the same page
with minimal clicks
Wishlist:
Easy (quick!) individual feedback
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WHAT TOOLS TO USE?
• CMS/LMS (Blackboard, D2L, Moodle, etc.)Ready to use, tools… imperfect awful
• Free service from JiTTDL.org.Designed just for JiTT, but extra login, and the site has not been improved in ~5 years
• Students email responsesEasy! usually overwhelming and awful
• Blogging tools (WordPress)?
• New tools (TopHat, Learning Catalytics)?
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