Just-in-Time Teaching

Just-in-Time Teaching (JiTT) – sometimes described as responsive teaching – is a teaching method in which the instructor adjusts the course of a class based on feedback collected from students shortly before the session. Students first engage with a short introductory resource, such as a text, video recording, or sample task, and then answer several questions or complete a brief online activity. Their responses allow the instructor to identify which topics are already well understood and which require additional explanation. As a result, class time is not spent reintroducing content, but rather analysing it, applying it, and collaboratively solving problems. In practice, JiTT is often combined with approaches such as the Flipped Classroom, since both methods rely on students’ pre-class engagement and use in-class time for deeper work with the material.  In its simplest form, JiTT provides a quick diagnosis of students’ understanding. Students answer several short questions, and at the beginning of the class the lecturer addresses the most common errors and gaps in understanding. This approach is safe and easy to implement, especially in large groups, but it often leads only to the correction of surface-level misunderstandings. In a more advanced version, students’ responses become the foundation of the class itself. The lecturer selects specific examples, compares different ways of thinking, and builds discussions or activities around them. Students see their responses used in group work, compare them, revise them, and justify their reasoning.

The method can also be used selectively. Not every topic requires full adaptation; sometimes it is sufficient to apply JiTT only to particularly important or difficult issues, while maintaining a more traditional structure for the remaining classes.

Course: Management Competences
Topic: Leadership Styles and Decision-Making in Teams

Pre-Class Preparation (10–30 min)
Students read a short article or watch a short video on leadership styles and decision-making in teams. They then answer several questions in the LMS, such as: What leadership styles have you observed in teamwork? and Which actions by the leader were
most effective, and which made collaboration more difficult? Students may also complete a short quiz to check their understanding of key concepts. Before the class, the lecturer analyses the responses to identify common difficulties and select interesting examples for discussion.

Introduction (10–15 min)
At the beginning of the class, the lecturer asks an opening question: Should a company be responsible for working conditions at its suppliers’ factories? Students briefly share their initial responses. The aim is to activate prior knowledge acquired before class.

Case Study Analysis (15–30 min)
Students work in small groups on a short case study involving a difficult managerial situation, such as a team conflict or a decision-making problem. Their task is to propose a solution using the leadership concepts introduced before the class.

Discussion and Interpretation (15–30 min)
Groups present their proposals and compare different strategies for action. The lecturer moderates the discussion and helps students connect theory with practical challenges in team management.

Summary and Reflection (5–15 min)
At the end of the class, the lecturer answers students’ questions and highlights the key conclusions from the session..

• When the teacher wants to adapt the class to students’ actual difficulties rather than follow a predetermined plan.
• When the material requires interpretation and discussion.
• When students can engage with a short resource in advance and answer a few preparatory questions.

• When the material is highly complex and requires systematic introduction by the teacher.
• When there is not enough time to analyse students’ responses before class.
• In courses with a rigid structure that does not allow the class to be adapted flexibly.

• Students may fail to complete preparatory tasks before class → introduce short compulsory pre-class activities, such as one reflective question or a short quiz, to check preparation.
• Analysing students’ responses may be time-consuming → use short, clearly formulated questions and LMS tools that allow responses to be reviewed quickly.

Easier → Prepare specific questions before class and plan the main elements of the lesson in advance.
More Challenging → Use open reflective questions and adapt the lesson flexibly to students’ responses.

• Use a web-based tool, such as an LMS or an online form tool, to collect responses before class.
• Pre-class tasks should be short and motivating so that students can complete them within a short period.
• Refer to students’ responses during class to show that their preparation has a real impact on the course of the lesson.
• Leave room for flexibility so that more time can be devoted to more difficult issues or a new topic can be introduced if needed.

Formative Assessment

Use students’ responses to preparatory questions to assess their understanding of the material rather than merely as a completion task. Use these responses to identify common errors, misconceptions, and gaps in knowledge, and address them during class. Provide brief feedback, ask probing questions, and demonstrate examples of effective reasoning.

Summative Assessment
Use a final assessment task to evaluate the achievement of the intended learning outcomes, such as an extended case analysis, a managerial recommendation, a decision-making report, or an individual problem-solving response. Focus primarily on students’ ability to apply their knowledge independently in a new situation. The assessment process can also lead to a traditional scenario, such as a written exam.