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Just in time teaching strategy



Just in Time Teaching, or JiTT, is a model first proposed by Novak, Patterson, Gavrin and Christian (1999) that combines web-based resources that help students prepare outside of class with active learning techniques in the classroom. JiTT uses feedback between classroom activities and work that students do at home, in preparation for the classroom meeting. Applying this method an instructor adjusts class activities and lectures to respond to the misconceptions revealed by assessing students’ prior knowledge.

Just-in-time teaching actively involves students in the learning process through a two-step series of learning activities.

In the first step, students complete a set of activities outside of class, some exercises, problems, and submit their work to the instructor. The activities in this step are Warm-Ups, Good-Fors and Conceptual questions (usually a quiz) to motivate students to do the readings.

In the second step, the instructor (often just hours before the next lecture) collects the students’ responses and feedback and identifies areas of understanding and misunderstanding to adjust the next lesson so that students can receive specific “just-in-time” feedback on those areas.


This method is good for STAM disciplines but can be used brightly in other subjects as well. It works well with smaller groups of students or with a help of teaching assistant.