One-Minute Papers

Essential Details

Description

Ask students a question that recaps a student's understanding of a lecture or week's content. You can use index cards, half sheets of paper or leverage an Online Assignment to capture the responses of 2 or 3 questions. As it should take students one minute to write, it is not a comprehensive evaluation.

Example

Sample Prompts

Choose two or three prompts for your one-minute paper prompts:

• What was the most important thing you learned today?
• What was the most confusing topic today?
• What important question remains unanswered?
• Without looking at your notes, what was most memorable or stands out in your mind about today’s class?
• Looking back at your notes, what would you say was the most stimulating idea discussed in today’s class?
• In your opinion, what was the most useful idea discussed in today’s class?
• During today’s class, what idea(s) struck you as things you could or should put into practice?
• What example or illustration cited in today’s class could you relate to the most?
• Would you agree or disagree with this statement: . . .? Why?
• What was the most persuasive or convincing argument (or counterargument) that you heard expressed in today’s discussion?
• Was there a position taken in today’s class that you strongly disagreed with, or found to be disturbing and unsettling?
• What idea expressed in today’s class strongly affected or influenced your personal opinions, viewpoints, or values?
• What did you perceive to be the major purpose or objective of today’s class? 
• What do you think was the most important point or central concept communicated during today’s presentation?  
• What relationship did you see between today’s topic and other topics previously covered in this course?
• What was discussed in class today that seemed to connect with what you are learning or have learned in other courses(s)?

Sample Form of a One-Minute Paper:

Click the following link for a sample one-minute paper: https://provost.tufts.edu/celt/files/MinutePaper.pdf

Bloom's level

The level indicates this activity’s place within Bloom’s Taxonomy of learning (Cognitive Domain). Higher-levels contains lower-levels within it.

Verb

Summarize

Tools

• Canvas Discussion
• Canvas Assignment

Teaching Goal

The one main teaching goal for your activity

Check for Understanding