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Promoting Higher-Order Thinking through Just-in-Time Teaching

Page history last edited by alde9487@ olorado.edu 6 years ago

Promoting Higher-Order Thinking through Just-in-Time Teaching 


Presenter: John Draeger

Organization: SUNY Buffalo State

Role: Director of SoTL and Associate Professor of Philosophy

Track: General Presentation

Topic: Effective Blended Learning Practices

Level: For Mere Mortals


Abstract: This presentation brings together previous work on academic rigor (author 2013) and just-in-time teaching (author 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.


Bio: John Draeger is the Director of the Scholarship of Teaching and Learning (SoTL) Program and Associate Professor of Philosophy at SUNY Buffalo State. He teaches courses in the history of moral and political philosophy, contemporary ethical issues, and philosophy of law. He divides his scholarly energies between work in social philosophy (e.g., moral critiques of racism, sexism, and homophobia) and work in SoTL (e.g., higher-order thinking, general education, and academic rigor).

Draeger, J., del Prado Hill, P., Hunter, L.R., Mahler, R. (2013) “The Anatomy of Academic
Rigor: The Story of One Institutional Journey.” Innovative Higher Education 38 (4), 267-279.

Draeger, J. & Grinnell, J. (2011). “Bringing Just-In-Time-Teaching to the Humanities” presented
to the International Society for the Scholarship of Teaching and Learning (Milwaukee, WI).

Novak, G., Patterson, E., Gavrin, A., & Christian, W. (1999). Just-in-time teaching: Blending active learning with web technology. Upper Saddle River, NJ: Prentice Hall.

Scharff, L. (2013). “Getting at the Big Picture through SOTL” in K. McKinney (ed.), The Scholarship of Teaching and Learning: In and Across the Disciplines. Bloomington:
Indiana University Press, 200-220.



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