ABSTRACT
If you are like most instructors who care deeply about their teaching, and more importantly about students’ learning, you regularly reflect on how you can improve students’ preparation for class, their intellectual curiosity, and their learning processes. In our experience, these issues are at the forefront of most faculty discussions about teaching and learning. Wouldn’t you love to face a class that has done some preliminary reading, has thought about the subject, and has some questions for you? Don’t we all wish for that? Well, it can happen. How? The following example provides some insight on how Justin-Time Teaching (JiTT) can help.
