H t St d t t P

H tto gett your Students
How
St d t to
t Prepare
P
for Every Class
Just--inJust
in-Time Teaching (JiTT)
A. Gavrin,
i IUPUI
http://webphysics.iupui.edu/efw april13/index.html
http://webphysics.iupui.edu/efw_april13/index.html
1
A few of your comments
• Bass1: Instead of just asking me to "go read about JITT",
this exercise helped to guide my reading and get me
thinking about the applications of JITT in the classroom.
classroom
• JumpingJack
JumpingJack:: Doing this sounds exhausting, and
unlikely
nlikel to be appreciated by
b the students….
st dents It is a good
idea, but not one that I would find easy to implement.
• quincy
quincy:
i : my experience
i
with
ith JiTT is
i that
th t my "warm
"
ups""
are either too easy or too difficult…. I need some help in
clearly understanding how to construct warm ups.
ups.
2
Outline
• Introduction
• Just
Just--inin-Time Teaching
– “Theory”
– Implementation
– Aside: How to get great student evaluations
• Assessment
• Getting started
3
When you plan to teach a course what
influences your thinking?
• #1 Experience as a student
• #2 Discussions with colleagues.
colleagues
• Some PER, publisher materials, other
4
Examples
p
• oropendola
oropendola:: I try to remember what topics
were difficult for me to learn…
learn
• Michael: My experience as a student is useful
for me to measure the minimum coverage…
coverage
• Marco: …I discuss the [book] selection
process with
ith the
th previous
i
instructor.
i t t So
S after
ft
reviewing what material is expected to be
covered by the University i look at the
previously selected text…
• Commonalities?
Problems?
5
Counterexamples
• snipe: Recently I have been trying to introduce
into my classes, various techniques I have read
about
b t in
i the
th PER literature.
lit t
…
• physics 113: I am amazed that "interaction with
students" is not on the list--list---whether
whether from
graduate, undergraduate, or as a professor. Most of
what I learn about how to teach is from my
students..
students
6
Problem:
• Classes designed for professors or “pre
“pre--professors”
• Students do not learn like we do
– Not motivated
i
d to be
b experts
– Need more time to think
– Not
N t as goodd att working
ki alone
l
– Not as good at judging their own performance
– Many
Man under
nder greater pressure
press re
• Interesting work by Richard Felder (NCSU, Chem
Eng.)
Eng )
7
Digression
g
• Could have spent time “collecting data”
data”
• Instead, spent time discussing it
• Same content covered at greater depth
8
Outline
• Introduction 
• Just
Just--inin-Time Teaching
– Background
– Implementation
– Aside: How to get great student evaluations
• Assessment
• Getting started
9
The “theoretical
theoretical”” background
g
•
•
•
•
•
Active learning (students think in class)
Student centered (it is not about you)
Formative assessment (real
(real--time feedback)
Peer interaction (learning and motivation)
Many learning styles (faculty not like
students))
students
10
JiTT ((and other active learning)
g)
• Proven effective for “regular” students and
excellent ones
– Anyone not a likely future professor
• Used extensively at MIT
MIT, RPI,
RPI Harvard,
Harvard
Univ. of Illinois, other research universities
• Also many small colleges (prestigious and
not),
not
), Community Colleges, high schools
• Introductory,
Introductory upper division,
division graduate
• ADAPT!
11
What is JiTT?
JiTT?
• Cello
Cello:: Method to make class more responsive to
students needs, and to encourage students to be better
preparedd for
f class,
l
via
i prepre-class
l assignments
i
t
• Oliver
Oliver:: Having the students interact with the course
material you will be covering,
covering and answer questions
based upon that material well before class begins.
• Bob: Enhancing the learning experience for students
by engaging them in exercises that require them to
think before enteringg the classroom.
• Dr. B. JiTT is a feedback loop … The goal is to
maximize student engagement
g g
and learning
g during
ga
face--to
face
to--face class meeting.
12
Just--in
Just
in--Time Teachingg ((JiTT))
World Wide
Web
Homework
Classroom
Assignment
Design
13
Just--in
Just
in--Time Teachingg
• Adaptable
• Combines
C
i
“high
“ i tech”” with
i “high
“ i touch””
• WarmUp Exercises = Online, prepre-class reading
quiz:
i
– Due few hours before class
– A few
f openopen-ended
d d conceptuall questions
i
– Cover that day
day’’s material
14
Another Digression
g
• JiTT described in your words
• Jargon already familiar (JiTT, WarmUp)
WarmUp)
• “preview
preview”” of important concepts
15
The “Interactive Lecture”
Lecture”
• Step 1: Synchronization
Read (some of) the students
students’’ responses…
responses
What do they understand?
• Step 2: Preparation
Select excerpts from students work, adjust
clicker questions,
questions etc.
etc
• Step 3: Execution
Class is a dialog based on student
excerpts and faculty notes
16
Example
p
• Question: Is it possible to add heat to an ideal gas
without changing its temperature? If it is possible,
please
l
explain
l i how
h it
i is
i done.
d
– “It is not possible because the internal energy of an
ideal gas only depends on the temperature
temperature.... the
internal energy will increase when the temperature
rises.…””
rises.…
– “It is
i possible
ibl to
t add
dd heat
h t to
t an ideal
id l gas without
ith t it
changing it's temperature by the gas receiving the heat,
and the atoms of that gas getting excited enough to
di
disperse
that
h heat
h as fast
f as they
h receive
i it…”
it…
i ”
– “If you add heat to a system while the system is doing
the corresponding
p
g amount of work, the temperature
p
will
not change.”
change.”
17
Choosingg and using
g student responses
p
• Always say something positive
– This
Thi is
i true,
t
but
b t what
h t if something
thi else
l occurs
simultaneously…
– This makes sense, but something is missing…
– This is a great response… how would we know how much
heat to add?
• More useful phrases…
– This is a good answer,
answer but to a different question…
question
– This has a great beginning, but more could be added…
– This is correct, but the reasoning isn’
isn’t quite right…
18
Tips
p and Pitfalls
• Explain methods and purpose on first day
• No need to review all responses before class;
sample for “useful
useful”” quotes, grade later
g , too,, not just
j
• Focus on students strengths,
misconceptions and other problems.
• Use answers from many students: not favorites.
• Do not “isolate
isolate”” WarmUps - scaffold lecture
• Must be routine. Do not start/stop during semester
• Upper level students can handle more
“exploratory
exploratory”” questions, connections to intro.
19
What makes a ggood WarmUp?
p
• king: A good "warmup
"warmup exercise" lets a student
motivate and think for the upcoming lecture on
that topic. It is like the "spark"spark-plug" in a car.
• JD: …One
One that connects directly to the main
goals, new notations, and possible
missconceptions in the upcoming material
• Tycho
Tycho:…
:… those that test the student's
understanding and those that stimulate class
discussion and are typically more open ended.
20
Online archive of Warmup
p exercises
http://webphysics.iupui.edu/warmup/physics_
http://webphysics.iupui.edu/warmup/physics_
archi e html
archive.html
•
•
•
•
•
•
•
•
Introductory physics (2 semester sequence)
sequence)
Statistical/Thermal
Statistical
/Thermal Physics (2 sets)
Intermediate Mechanics (2 sets)
Quantum Mechanics
Mathematical Methods
Intermediate E&M (2 semester sequence)
Introductory Astronomy
Modern Physics (coming soon)
21
smartPhysics
y
http://www.smartphysics.com/smartphysics/d
http://www.smartphysics.com/smartphysics/d
efa lt asp
efault.aspx
•
•
•
•
•
•
•
Calculus
Calculus--based Mechanics,
Mechanics, E&M
Pre--lecture videos (~15min/class)
Pre
( 15min/class)
Small, paperback text
Integrated homework, “c
“checkpoints
heckpoints”
Authored at UIUC by Gladding, Stelzer
Stelzer,, Selen
Published by W. H. Freeman
~$40/semester
22
smartPhysics
y
checkpoint
p
1. Two equal, but opposite charges are placed on the x axis.
The ppositive charge
g is pplaced at to the left of the origin
g and
the negative charge is placed to the right, as shown in the
figure. What is the direction of the electric field at point A?
A?
a) up
b) down
c) left
d) right
e) zero
2. Explain your reasoning
23
smartPhysics
y
output
p
Aaron ((aaron@
aaron@iupui.edu
iupui.edu))
1) 4
2) the
h fi
field
ld ffrom Q
Q+ points
i
up and
d to the
h right,
i h while
hil QQ- points
i
down
d
and
d to
the right therefore when adding them together it points to the right.
Beatrice (beatrice@iupui.edu
(beatrice@iupui.edu))
1) 4
2) point A is equidistant from each charge and they would therefore cancel
out
Ada (ada@iupui.edu
ada@iupui.edu))
1) 2
2) The charges will cancel out so the direction of the force will be down
Ahmed (ahmed@imail.iu.edu
ahmed@imail.iu.edu)
@
)
1) 4
2) the field is toward the negative charge and away from the positive charge
which makes the direction to the right
24
Results
• Students better prepared for class
– Familiar with jargon
– Given thought to ideas
• Faculty better prepared for students
– Misconceptions
p
identified
– Just in time adjustment to coverage
• Class time spent more productively
– Students interact during class
25
How to g
get great
g
student evaluations
• First five minutes are critical!
• Be honest, and direct
direct—
—take time on the first day
of class to explain what you are doing and why.
• Be a leader
leader—
—college is hard, and students look
to you for motivation, don’t disappoint them.
• Build a team—
team—let students know that you and
y are workingg towards a common goal.
g
they
• Hold yourself and your students to high
standards—
standards
—if you work hard
hard, they will too
too..
26
Outline
• The Challenges 
• Just
Just--inin-Time Teaching 
– Background 
– implementation 
– Aside
Aside:: How to get great student evaluations 
• Assessment
• Getting started
27
Studyy Habits (N=155,
(
, biology)
gy)
Q1 Do the WarmUps help you stay caught up?
Q2 D
Do you “Cram
C
Cram”
” before
b f
tests
t t in
i this
thi course??
Q3 Do you “Cram
Cram”” in your other courses?
“A” students
“B” students
“C” students
“D” students
“F” students
1- Yes
85%
89 %
89%
84%
92%
2- Yes
14%
39%
47%
68%
58%
3- Yes
43%
61%
68%
68%
58%
28
Retention (N~
(N~8
80-150/semester)
Attrition in Calculus 164
Attrition in Biology N100
60.0
30
Attrition (
(% DFW)
40.0
30.0
20.0
10.0
25
20
15
10
5
F9
9
Sp
0
0
F0
0
Sp
0
1
F0
1
Sp
0
2
F0
2
Sp
0
3
F0
3
Sp
9
9
0.0
F9
8
Attritio
on (% DFW)
35
50.0
Semester
0
Sp97 F97 Sp98 F98 Sp99 F99 Sp00 F00 Sp01 F01 Sp02 F02 Sp03
Semester
29
Cognitive
g
(biology,
(
gy, N~200))
Final exam questions
tied to…
to
no interventions
additional homework
problems
WarmUp or
cooperative learning
questions
WarmUp and
cooperative learning
questions
% Gain
(Post%-pre%)
%G = 15%
Average
Normalized
Gain
<g> = 0.16 7
(25%-10%)
%G = 17%
<g> =0.20 7
(35% 18%)
(35%-18%)
%G = 45%
<g> = 0.51 1
(59%-14%)
%G = 56%
<g> = 0.63 6
(68%-12%)
30
Affective ((E&M,, N~60))
1. Do you feel that the warm-up assignments helped your professor
make good use of the classroom time?
2D
2.
Do other
th professors
f
h better
have
b tt ways to
t determine
d t i how
h class
l time
ti
should be used?
3. Do you feel that the warm-up assignments helped your professor
focus on important topics in class?
4. Do your other professors have effective methods for focusing on
important topics in class?
5. Did the warm-up assignments help your professor get a good feel
f what
for
h t the
th students
t d t know?
k ?
6. Do your other professors have effective methods for getting a feel
for what their students know?
7 Do you think the warm
7.
warm-up
up assignments help your professor get
students involved during the lecture?
8. Do your other professors have effective methods for getting their
students involved in lecture?
Yes 47
87%
Y 14
Yes
26%
Yes 49
91%
Yes 33
61%
Yes 42
81%
Yes 20
38%
Yes 37
70%
Yes 23
43%
No 7
13%
N 40
No
74%
No 7
13%
No 21
39%
No 10
19%
No 33
62%
No 16
30%
No 31
57%
31
Student Comments
• “This was a fantastic course. It was the hardest course I’
I’ve
taken yyet,, but also the most fun.”
fun.”
• I think the WarmUps are a good idea because they give
students a chance to think about the material prior to
l t
lecture.
• "This course was very well structured. It was obvious that
a lot of time was spent
p in ppreparation
p
for it.”
it.”
• "152 & 251 have made me reach more than any courses I
have taken.”
taken.”
• Don
Don’’t tell anyone, but I think I will greatly miss my
physics class.
32
Outline
• The Challenges 
• Just
Just--inin-Time Teaching 
– Background 
– implementation 
– Aside
Aside:: How to get great student evaluations 
• Assessment 
• Getting started
33
Summaryy
• JiTT is based on feedback between
home ork and classroom
homework
• WarmUp exercise: a pre
pre--class, online
reading
di quiz
i
• Improved study habits, retention, content
knowledge, morale.
• Instructor knowledge
g of student difficulties
• Easily adopted and adapted
34
G tti started:
Getting
t t d
• Use the handout to start developing a
warmup exercise for the course you are
most likely to teach next fall
• Additional copies will be available online
35
36
Chemistry
y example
p
This picture depicts matter at the
submicroscopic
p level. Describe
what you see and take a guess as
to what the identity of the
substance is.
is
– “The particles are well spaced out so I would guess the
substance to be a gas. The substance is a gas composed
of 2 elements that are in an equal ratio.”
ratio.”
– “After reading Chapter 1 in the book I would guess that
the substance is water in the form of a solid because the
atoms are in order. However, I could be wrong because I
think the atoms in a solid might be closer together.”
together.”
37