The 2015 Pedagogical Institute is sponsored by the Professional Development Center, the National Coalition Building Institute, and University College with support from the College Senate.
This presentation brings together previous work on academic rigor (Draeger, del Prado Hill, Hunter, & Mahler, 2013) and just-in-time teaching (Draeger & Grinnell, 2011). Rigor happens when students are actively engaged in meaningful content with higher-order thinking and just-in-time teaching increases the likelihood that students will be actively engaged with assigned material (Novak et. al 1999; Scharff, 2013). The presentation offers strategies for designing higher-order-thinking prompts that can be adapted for just-in-time teaching in any course with any course management system.
Back to Top
Some content on this page is saved in PDF format. To view these files, download Adobe Acrobat Reader free. If you are having trouble reading a document, request an accessible copy of the PDF or Word Document.