Beruflich Dokumente
Kultur Dokumente
Angela Brooks
June 9, 2019
AN ANALYSIS OF A JIT LESSON: PORTFOLIO PROJECT PART ONE 2
In today’s day and age, whether right or wrong, people want information quickly and
they don’t want to spend a lot of time getting information. A just-in-time mini lesson and at-a-
glance resource are the perfect way to pack a lot of information into a smaller punch. A mini
lesson can breakdown a lot of information into a smaller presentation and highlight the key
takeaways in order to be successful. The same can be said for an at-a-glance resource.
Just in Time lessons and at a glance resources are useful for many reasons and can be
utilized with both adolescents and adults. First, there are a few different learning styles and being
able to use an infographic will appeal to those that consider themselves visual learners. Also,
with the heightened use of social media to share things such as photographs, videos and
drawings, an at-a-glance resource is something that can be shared with a large group and be
stimulating to most audiences. In a study conducted by Kristy Brugar (2017) she pointed out the
need for all 21st century learners at the elementary level to have a wide variety of literacy skills
in order to master content, and that visual resources allow to teachers to include diverse people
and materials which is also an important piece of learning in this era. Third, just-in-time teaching
(JiTT) lessons used in the classroom allow for more active learning time and to highlight work
assigned prior to the student coming into class. The teacher can assign a learning-based video or
reading assignment in order to prepare students for their JiTT lesson. Giving the students work
prior to coming to class in order to prepare for active learning time allows for more a more
engaging learning environment. Additionally, students and teachers can engage in warm-ups
prior to the JiTT lesson which will allow the teacher to gauge their knowledge, but also highlight
any misconceptions that need to be corrected during lesson time. Warm-up questions are a great
way to address points that need further clarification in order for the JiTT to be successful, and the
AN ANALYSIS OF A JIT LESSON: PORTFOLIO PROJECT PART ONE 3
questions allow for the teacher to prioritize where the focus is on the lesson based on prior
As teaching is not my current trade, I used my second-grade son as the student for my
lesson. Although I didn’t have a large pool of children to experiment on, I still believe this
student was able to show me where my lesson may be flawed and areas that were enjoyable and
engaging. The lesson I chose to work on with my student surrounded fake and real news. A
video from C-Span started the lesson, and my son said the video was “boring”. Reflecting on my
intended audience I agree that this video may be a bit advanced for second and third graders.
Instead I may start with a warmup question asking to explain how the student may know if a
story online is real or fake. This will help gauge their current knowledge base and any
preconceived notions they may have. Following the warm up we will watch this video,
also provide a handout to students on fact checking. Pertaining to the All About Explorers
lesson, the student was able to navigate the web with ease, but had trouble looking for the author
or being able to tell me whether the site was a popular or credible site. This is understandable as
this student doesn’t frequent the web and has limited use at home with a laptop or tablet. In order
to have a more impactful lesson based on a wide variety of internet knowledge I may alter the
lesson to make it a group/interactive exploration where I navigate the site, ask questions and
have students use a survey (Poll Everywhere software) to get responses and then discuss the
answers as a crowd. This will keep the lesson engaging and show them where to look when
Reflection
AN ANALYSIS OF A JIT LESSON: PORTFOLIO PROJECT PART ONE 4
When one thinks about social, ethical and legal issues one may face either at the
classroom or district level, many things come to mind. First, how protected is the district from
security breaches? In 2018, Chesapeake Public Schools dealt with a malware attack from a
phishing email sent to Grassfield High School employees. Because of this breach, Grassfield
students were part of a system shut down and classes that included technology as part or all of
their class time were impacted (Web Staff, 2018). When things like this happen the school
must quickly respond, and there probably needs to be additional training with staff and
students on how to recognize safe emails and ways to protect the school from a breach.
Second, how does the district align their mission and values with that of teaching students
how to be ethical and responsible online without holding students back from being creative
and free to use the whole internet? When I think of this, I’m specifically thinking of whether
or not a school allows social media use, how it is taught to be used as a learning tool and
responsibly, and also how is it monitored to prevent misuse (specifically bullying). Children
at the elementary age level aren’t legally allowed to open a Facebook, Instagram, and Twitter
account (unless they lie about their birthday). These are more popular social media sites, but
other sites that are used often in teaching are YouTube, blogs, Wikipedia, and other online
resources. I believe showing elementary students’ other ways to use social media in a
classroom setting and for projects will allow the school district and teacher to start teaching
ethical lessons, and help students prepare for navigating social media for future school
projects. Szeto, Elson, Cheng and Yan-Ni (2016) found that using social media in the
classroom setting can be beneficial as this platform allows for content and information
sharing, recreation and socialization. Further, teachers should embrace using online content
for learning as new teachers and students find themselves using a computer frequently.
AN ANALYSIS OF A JIT LESSON: PORTFOLIO PROJECT PART ONE 5
Additionally, using social media in teaching may appeal to one or more learning styles. Being
a teacher in a technology driven era can have it challenges as there are many things online that
a teacher can control when students can freely use the web. That said, having a mindset that
aligns with ISTE standards will promote students to become responsible digital citizens, use
content and graphics responsibly to show their knowledge in a subject, allow them to research
topics from a diverse population, and express themselves more creatively. This will also allow
for more critical thinking growth and become a strong operator of technology.
AN ANALYSIS OF A JIT LESSON: PORTFOLIO PROJECT PART ONE 6
Reference
Teacher Candidates' Use of Visual Materials." Curriculum and Teaching Dialogue 20.1-2
Cupita, Lorena. "Just in Time Teaching: A Strategy to Encourage Students’ Engagement." HOW
Marrs, K. A., Blake, R. E., & Gavrin, A. D. (2003). Web-based warm up exercises in just-in-time
https://csuglobal.idm.oclc.org/login?url=https://search-proquest-
com.csuglobal.idm.oclc.org/docview/200360929?accountid=38569
Szeto, Elson, Annie Cheng, and Yan-Ni Hong. "Learning with Social Media: How Do Preservice
Web Staff. (2018, November 09). Chesapeake Public Schools' computer network affected by
public-schools-computer-network-affected-by-malware-from-phishing-emails/