Just-in-Time Teaching in Genetics:
Creating an Interactive and Active Learning
Environment
Using Blackboard Learning System™
Yunqiu (Daniel) Wang, Ph.D.
Department of Biology
University of Miami
Introduction
1. Genetics is a critical and challenging
course for undergraduate science majors.
2. Genetics is also a challenge to instructors
who teach it. An effective pedagogy is
required to help students to make the most
of it in one semester.
Three main successful
experiences in science education:
1. Learning requires active practice.
National Research Council (NRC), 2000; Udovic, 2002; and Bybee of National
Science Teacher’s Association (NSTA), 2002, Novak and Middendorf, 2004
2. Learning is actively constructed from
prior knowledge.
“constructivism” developed by Piaget and co-researchers and is well-supported
in the research literature (NRC, 2000; Bybee, 2002).
3. Learning requires prompt feedback.
AAAS 1989, NRC 2000
Just-in-Time Teaching (JiTT):
Students
Better learning
Instant
grade
Targeted
Classroom
discussion &
lecture
Read the course
material and
Learn to be a strategic
reader!
Web based teaching
software - Blackboard
Take the web
based prelecture quiz
Modify lecture plan
Instructor
Quiz result
JiTT was originally developed at Indiana University and Purdue University at Indianapolis (IUPUI)
and the United States Air Force Academy to help students and faculty in physics (Novak et al 1999)
How to become a strategic reader?
As you read, do you infer/predict?
Do you look for important information? Do you look at illustrations?
Do you think about what you know? Do you think about what you will learn?
Do you think about what will happen next?
As you read, do you read to monitor and clarify
Do you ask yourself, "Does this make sense?"
Do you try "fixs ups" like:
reread; read ahead; use a dictionary or other references, books, journals, etc.
ask for help
Do you summarize what you have read?
retell the story in your own words; think about story elements
think about main ideas and details
After you read, do you evaluate?
Ask yourself, how you feel about what you read?
If you agree or disagree?
After you read, do you question yourself?
Ask questions to answer yourself?
Reading instruction to six grade students at Oak Hill Elementary School,
Overland Park, Kansas.
How JiTT was used in my “Genetics”
course with a class size 0f 200 students?
Reading material prepared for students:
A sample pre-lecture quiz and instruction
The time control feature of the online quiz.
The feedback control of the online quiz.
Class assessment stats, and the stats on one multiple choice
question.
Assessment: effect of JiTT on student learning
and student success.
JiTT increases the qualities of interactions between me and students
Quoting "Adam Greenberg" <A.Greenberg@umiami.edu>:
> Dear Dr. Wang,
> My name is Adam Greenberg and I am in your Genetics 250 course. I have a
> question pertaining to the p53 gene and cancer, which I thought about as I
> read the 8th chapter. Our book says that mutations in the p53 gene have been
> found to be specific reasons for the uncontrollable growth of certain
> cancers, as the p53 gene regulates the G1/S checkpoint of mitosis. I have an
> idea which I'm sure has been tested before, but I was just wondering if it
> would work.. Would it be possible to select the DNA that codes for the p53
> gene and translocate it into a plasmid, upon which it could then be injected
> into cancerous cells and, henceforth begin proper cellular regulation once
> again in the newly replicated daughter cells of the cancer cells?... just
> wondering
>
> Adam Greenberg
> A.Greenberg1@umiami.edu
My response:
Omitted.
JiTT increases the qualities of interactions between me and students
Quoting "Javier J. Lopez" <Javi_j_lopez@mac.com>:
> dr. wang
> thanks for the explanation of problem 9, I appreciated that you
> discussed that little doubt that I had on the problem.
> also, I am very curious about the cell mutation that happens because of
> smoking tobacco. I think a lot of people know that it causes cancer,
> but the actual reason of why smoking causes mutation is not known
to me at least. What exactly happens to the lung cells that makes them
> mutate, is it the heat caused by the burning or the chemicals of the
> tobacco interacting with the cells? I am very interested in this area
> of mutation and cancer, and would like to understand what happens in a
> molecular level with the smoking of tobacco.
> Thanks a lot,
> Javier Lopez-Araujo
My response:
Omitted.
JiTT improves student study habits
Quoting "Sarah Fuchs" <s.fuchs@umiami.edu>:
> Hello,
>…
> Regarding your class, the prelecture quizzes were very helpful in your
> class. It enabled me to test my knowledge on the material in a very
> effective way, and it also aided me in organizing the material in my
head a
> little better. Also the slides were very helpful in your class because it
> allowed me to better focus during the lectures. Overall your class was
> structured very well and the material was presented effectively. If I
ever
> had a question you were available for help.
>
> Thank you for your time,
> Sarah Fuchs
> s.fuchs@umiami.edu
How do students respond to Just-In-Time Teaching Method?
Anonymous student questionnaire about JiTT in 2005:
Question 1. Did you do the preparatory work, i.e. read the course material before class,
and answered every quiz question to the best of your knowledge?
A. Yes, for almost all quizzes. B. Yes, for some quizzes. C. Never.
Response frequency%
60
fall
50
40
spring fall
spring
30
spring
20
10
fall
0
A
1
B
C
Response frequency%
Question 2. Did the JiTT method encourage you more to attend every class than other
courses which didn’t adopt this exercise?
A. Yes, a lot. B. Yes, a little. C. No.
spring
50
40
spring
30
fall
spring
fall
20
10
0
A
B
1
C
fall
Question 3. Do you feel the JiTT method makes a difference in your study habits, for
example, not cramming for exams?
A. Yes, a lot. B. Yes, a little. C. No.
spring
Response frequency%
50
40
fall
spring
fall
fall
30
spring
20
10
0
A
B
1
C
Question 4. Do you feel the JiTT method helps you to understand and grasp essential
concepts covered in this course?
A. Yes, a lot. B. Yes, a little. C. No.
fall
70
spring
60
50
spring
40
30
spring fall
fall
20
10
0
A
B1
C
Question 5. Do you feel the JiTT method helps you to perform better in this course?
A. Yes, a lot. B. Yes, a little. C. No.
70
fall
60
spring
50
spring
40
30
spring
fall
fall
20
10
0
A
1
B
C
Question 6. Would you recommend the JiTT method to your other instructors?
A. Yes, a lot. B. Yes, a little. C. No.
fall
60
spring
50
spring
40
30
20
spring
fall
fall
10
0
A
B1
C
JiTT increases student’s cognitive gains measured by test scores
A regression analysis between the participation frequency of
students in the pre-lecture quizzes and their final cumulative
test grade average in the spring and fall semesters of 2005.
100
90
80
Final exam score
Finalaverage
exam score percentage
70
60
50
40
30
student (n) =219
R2 = 0.221
P = 1.96 X 10 -13
20
10
Spring, 2005
0
0
20
40
60
80
100
Pre-lecture quiz participation frequency
120.0
100.0
80.0
Fall, 2005
60.0
40.0
Student (n) = 198
2
R = 0.037
P = 0.008
20.0
0.0
0.0
20.0
40.0
60.0
80.0
100.0
120.0
Pre-lecture quiz grade average from 23 quizzes of multiple choice format.
Conclusion
1. The JiTT method applied in the genetics course
increased quality interactions between students
and me.
2. It promoted good study habits necessary for
student success.
3. It helped students perform better on exam
question, resulting in a significant increase in
cognitive gains.
Other Useful Practices in Teaching:
Selective scenes of a guest lecture “Using Stem Cell Technology to Cure
Paralysis” By Dr. Daniel Castellanos
Feasibility, difficulties and challenges:
Open to discussion…