This article provides an overview of Just-in-Time Teaching (JiTT) pedagogy and the development, implementation, and assessment of JiTT pedagogy in teaching introductory, college-level economics courses. Broadly speaking, JiTT techniques blend structured, out-of-class, web-based exercises with related classroom activities that promote active student learning. The two components work together to promote a feedback loop that encourages outside-of-class preparation by students, provides prompt feedback on students’conceptual understanding of course material, and informs just-in-time modifications of class activities and discussion. The benefits of the JiTT approach can be summarized as follows: (a) Students are more likely to be prepared for class, (b) the use of student responses in class creates a positive feedback loop that promotes further learning, (c) JiTT exercises make instructors more aware of student thinking processes, and (d) JiTT pedagogy increases students’ cognitive learning.
Cooperative learning is a structured, systematic instructional technique in which students work together in small groups toward a common goal. We demonstrate the effectiveness of cooperative learning with an illustrative example for teaching the labor supply curve. Recommendations for introducing the technique, forming groups, the instructor's role during group work, grading and extensions of cooperative learning to other topics are discussed.
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