One minute paper

Image of a digital clock indicating that there are 59 seconds left to finish a task

A one-minute paper is a short activity in which you literally set a timer at 1 minute. Students answer 1 question or carry out 1 short assignment, depending on the goal of the lesson.

This teaching method can be used at the beginning, middle and end of a lesson or just prior to a break. 

Activity goal
Activate prior knowledge | Assess | Recap / Summarize
When
In class
Where
Offline | Online
Duration
< 10 minutes
Group size
Small | Medium | Large
Materials

Chat (Zoom, Teams), Mentimeter, Canvas

Step-by-step

Step 1

Decide on the purpose of the one-minute paper, for instance to activate prior knowledge, to formulate a question about the subject matter or as concluding activity at the end to consolidate the content of the session.

Step 2

Give an assignment or ask a question that can be answered in a short space of time. See extra information for example questions.

Step 3

Set a timer for one minute and have the students carry out the assignment (either on paper or written in the chat).

Step 4

Ask a few students for their one-minute paper, or have students exchange their papers.

Tip 1

Questions that are appropriate for a short individual activity, such as at the start of a session:

  • What is the most important thing you have learned from the preparatory learning materials or videos?
  • What questions do you have about this topic?
  • What personal experience or relationship do you have with this topic or content?

Tip 2

Or at the end of the session:

  • What was the most important thing you learned during this lecture?
  • What did you find difficult?
  • Did you gain new insight or what is the most important lesson learned?
  • What questions do you have now about this topic?
  • What is your next step?

Tip 3

Have students compare their one-minute papers and add another colour to their own 'braindump'.

Tip 4

Have students compare their one-minute papers with each other. If they see new or different points together, they can add to their own 'braindump' with the other person's ideas by writing it in a different colour.

Students can directly send their answers (e.g. Mentimeter, chat or Canvas's Discussionboard), note them down in their notes, or on a post-it if the information is needed for the lecturer. 

Consider the tools and materials mentioned here as suggestions. In many cases it’s possible to use alternative tools. Please turn to the Learning & Innovation team of your faculty first to see which online and offline tools are available and how to apply them.

 

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