Just in Time Teaching (JiTT) Resourcesdeveloped by Gregor M. Novak, Evelyn T. Patterson, Andrew D. Gavrin, and Wolfgang Christian
Just-in-time teaching (often abbreviated as JiTT) is a pedagogical strategy that uses feedback between classroom activities and work that students do at home, in preparation for the classroom meeting. The goals are to increase learning during classroom time, to enhance student motivation, to encourage students to prepare for class, and to allow the instructor to fine-tune the classroom activities to best meet students' needs.
Just-in-time teaching was developed for university level physics instructors in the late 1990s, but its use has since spread to many other academic disciplines. Early work was done in the physics department at Indiana University – Purdue University Indianapolis (IUPUI) in collaboration with physics instructors at Davidson College and the United States Air Force Academy (USAFA). Subsequently, JiTT was disseminated through a combination of publications, presentations, and workshops. Faculty members teaching in disciplines including biology, chemistry, physics, geology, mathematics computer science, mechanical engineering, economics, history, English, French, philosophy, journalism, nursing, music, psychology, sociology, and writing have adopted just-in-time teaching. JiTT is used primarily at the college level, although some faculty members have used it at the high school level, and in graduate and professional programs.
The Just-in-Time Teaching book describes the JiTT teaching and learning methodology designed to engage students by using feedback from pre-class web assignments to adjust classroom lessons so that students receive rapid response to the specific questions and problems they are having.
A large archive of "warmup exercises" and other JiTT materials are available for free use. The archive can be accessed at http://webphysics.iupui.edu/warmup/physics_archive.html