ABSTRACT
Research on teaching innovations suggests that there is potential for considerable synergy between different active learning techniques; that is, the impact on student learning of combining different types of pedagogy is often greater than the sum of the impacts of each individual pedagogical practice (Pollock, 2006; Felder, Felder, & Dietz, 1998). From its inception, Just-in-Time Teaching (JiTT) has been a pedagogy used in conjunction with other innovative teaching techniques. In the 1990s, simply using the web to assign and submit JiTT exercises was itself novel. However, as JiTT’s underlying web-based structure became more commonplace, other pedagogical complementarities became evident, especially in-class teaching strategies that used students’ responses to JiTT exercises as the basis for departure. In this chapter we review opportunities for using JiTT in combination with a variety of other teaching strategies and use examples, primarily from our own economics courses, but with natural extensions to other disciplines, to illustrate these complementarities. We begin with specific techniques used to write JiTT questions and then look at strategies for developing effective in-class activities informed by students’ responses to these JiTT questions.
