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Re: [Phys-l] JITT advice






On Thu, 30 Apr 2009, Brian Blais wrote:
Hi Brian:
I don't know what has fallen under the present rubric of "just in time" but I understand it in the context of Arons' admonition not to introduce a concept until you need it. Everty existing textbook is an antiexample. Start a physics course by talking about physics. Start a calculus course by introducing the ideas of calculus. See my exemplary claculus text at
www.theory. hep. anl.net/jlu/index/html, which has the indtroduction, Chapters I ad II, under book; chapter III hich relaces "limits" ls there, separately.

Regards,
Jack



Hello,

I've been reading a bit about Just In Time Teaching, and am thinking
about implementing it in some of my classes next semester. I was
wondering if anyone on the list has used this technique, and what
types of pitfalls and challenges you faced. What sorts of warm-up
questions work well, and what sort work badly? Mostly I'm interested
in some of the mechanics of it. Did you grade the warm-ups? How did
this compare to the grading for homeworks? It seems like there needs
to be a balance between the time for grading, and benefit to the
students. If one simple grades completion, then some student
laziness may be encouraged, but if you grade it like a homework, then
there may be a motivation to copy from another student and the
benefits of the approach are undermined.

Another question that comes to mind is how much time should the
students have for the warm-ups. Is it worth posting several days in
advance, or should it be posted just the day before it is due? How
much time did you find you needed to look at the answers before
class? I usually have 3 classes back-to-back. If they are at 9,10,
and 11 then I might only have 1/2-1 hr before to look at the answers
for all the classes.

Any thoughts would be great!


thanks,

Brian Blais



--
"Trust me. I have a lot of experience at this."
General Custer's unremembered message to his men,
just before leading them into the Little Big Horn Valley