Yes Miranda, I used to practice Just-in-time teaching, through giving the students quizzes and assignments. This was before for my PhD students.

These are listed as some benefits. Do you observe that your students gain these or other benefit?

-maximizes the efficacy of the classroom session, where human instructors are present.

-structures the out-of-class time for maximum learning benefit.

-creates and sustains team spirit. Students and instructors work as a team toward the same objective, to help all students pass the course and retains maximum amount of knowledge.

Dear Miranda

I just give my students online quizzes before the class. that helps them working harder for the course; they remain prepared for it. This motivates them to read the relevant readings as the course progresses. Presently, I do not make use of other options in web-based learning, but hope to do so in course of time. Without doubt, it is going to be an effective system of imparting learning.

The Just-in-time-teaching is very efficient method to interact with the students, however, a professor does not have always time to interact and reply to the students; so, I prefer that one of the TAs being responsible for that.

Yes Miranda, I used to practice Just-in-time teaching, through giving the students quizzes and assignments. This was before for my PhD students.

This is a good practice. However I feel it is quite time-heavy and thus might not be suitable to large classes. In some research-active universities, staff are busy with research and may not have the time to do this.

I fell it suits small classes of teaching-oriented colleges/universities.

Yes, just-in -time is very useful..

it enhance the efficiency of student..

I prefer to have a minimum of just-in -time quizzes and problems, in class and eevn if it is necessary to have some extra class devoted to "just-in -time" discussion.

Yes, Nishant, the student has to be efficient and active.

@Costas, do you prefer to set warming up Q's or puzzling Q's for your students? Why if I may ask...

I concur with most of the contributors that it is really an interesting and efficient way . However, every teaching member may not be able to do that because of the reasons mentioned by @Abedallah M Rababah. And also not all universities may have Internet/Intranet facility for all students. Moreover, every teacher may not even be expert in developing and uploading such web pages.

Hi all,

totally agreed with your contributions, JIT teaching is an effective efficient way if we've the right requirements: computer skills for Prof and students, enough computer laps for student to use, reasonable/manageable number of students, and enough time to follow up.

Dear Miranda,

I just want to transfer the discussion on the class to some extra class, where ther is no time barrier.

I have a lot of resistance to abandon the old formula of "chalk and blackboard". I've had experience in teaching traditional techniques mixed with distance learning, geared to the needs of a group of students, and I believe it can yield good results. I believe that the main contribution is in obvious need of the student to establish their own goals. But the costs of this type of technique are high, in times where the number of students grows enough.

Just-in-time teaching is very useful for effective use of class time and works as a good gauge to ascertain where students are in their learning. It also helps identify common areas of interest or confusion, and provides opportunities to define key areas that need further attention-- not just for teachers but also for students themselves, since they get some time to connect new knowledge with prior knowledge and make independent and personalized connections with the material before hearing someone else's (trainer's or classmate's) views. This facilitates self-regulated learning and metacognition.

A further modification, which could be a bit more time-consuming, could include a two-tier mechanism where they could work on their own, provide feedback, and then have classmates add reflections or critiques to their feedback, which could then be further refined and sharpened based on the interplay of ideas. All this of course requires dedicated participation and a shared belief in punctuality and collaborative support. That takes time. And is best conducted in small groups in higher education settings.

I think that Just-in-time-teaching is more suitable for graduate courses. I did practice it for graduate courses and did work very well, however, for the undergrad, I prefer that one of the TAs to be responsible for the interaction with the students and the undergrad students feel more comfortable with the TAs than with the professors.

Sounds consistent with a buzz-word from educational theory as discussed in U. S. as "just-in-time learning" and the fact that individuals are attentive to and learn best that which is immediately applicable to solve a problem of interest that presently affects him or her. Simply put: people learn best what they see as useful to a personal need. I don't always have the advantage of teaching what students see as immediately relevant. I do attempt to sequence class room experiences to clinical experiences to capitalize on need and recency effects.

To Follow up:

I believe the notion of "just-in-time learning" has to do with the sequencing and the timing of introducing learning in order to capitalize on students' optimal preparedness period to learn. It has less to do with whom is assigned to do the teaching. "Just-in-time learning" could be implemented by a professor or teaching assistant.

Thanks for your responses. JiTT is one of the areas that I have been recruited to prepare a module for Matriculation colleges. Our workshop started on Tuesday and will complete today :)

I've tried JITT on Primary Grade 4 above and undergraduate especially as formative assessment, feedback collector and engaging student activity in the class with limited time. I use student teacher interaction(IRQ/Instructor rhetorical question) and time in task (warm up quiz/reflect and act).

In most of the class (primary or undergraduate) and subject it work out well throug good delivery and direction from previous session, few are falling for engaging students and formative assessment.

Usually I've planned the IRQ or warm up quiz at the first 15 minute use only 3-5 simple question assessing prior knowledge to course subject that they will have. combine with differentiate instruction, for those who already mastered the subject there will be elimination of subject lecturing while they already will have more guidance and lecturing session.

Thanks Dony. All the details are greatly appreciated by me and our RG friends.

I use JIT teaching as an adjunct to explicit and flipped teaching. By designing our curriculum as largish tasks ( large for high school that is. For example design, build and experiment on a model rollercoaster over 8 weeks), we get time to spend 1 on 1 while the students do the building, designing, experimenting etc. Content is their responsibility (so flipped teaching). We explicitly teach the core concepts of energy, forces, etc and then teach other aspects such as specific literacies & nvmeracies, extra concepts, procedural knowledge etc that each student needs as they perform the task. We use the JIT idea to personalise the teaching, bot occasionally we teach aspects to the whole class if we discover a general weakness, need, or interest.

Thanks for your views, Mark. I need to get the feedback before I embark on these recommended 'bast practices'.

Dear friends, I wish all Muslim friends like Profs Kamal, Mahfuz, Abedallah, Pardis, Asmat, Dony etc etc a healthy and happy month of Ramadhan :)

Dear @Miranda, I do not use JIT Teaching since it has no advantages in my field of Control Engineering, Industrial Automation...! This abbreviation JIT is very familiar to me as it was used in JUST IN TIME MANUFACTURING philosophy!

Dear Prof Ljubomir, JIT manufacturing is the BEST WAY:

'"Just-in-Time" means making "only what is needed, when it is needed, and in the amount needed." For example, to efficiently produce a large number of automobiles, which can consist of around 30,000 parts, it is necessary to create a detailed production plan that includes parts procurement. Supplying "what is needed, when it is needed, and in the amount needed" according to this production plan can eliminate waste, inconsistencies, and unreasonable requirements, resulting in improved productivity.'

http://www.toyota-global.com/company/vision_philosophy/toyota_production_system/just-in-time.html