The Skillful Teacher

The One-Minute Paper
The one-minute paper is one of the best-known classroom research
techniques; in fact, Cross (1998, p. 7) reported that over four hun-
dred courses at Harvard were using the exercise. Students are asked
to spend one minute writing a quick response to a specific question
asked about the subject matter covered in class that day. The one-
minute paper can be used at the beginning of class to prep for dis-
cussion or to orient students towards the theme of the lecture.
When used this way, students can be asked to write a response to
questions such as “What is it most important to know about the
topic of today’s lecture?” or “Why do you think the topic of today’s
discussion is important?” An interesting variation on this second
question is “Why do you think the teacher feels the topic of today’s
discussion to be important?” When asked at the beginning of class,
students should be allowed time to share their responses with each
other or with the teacher.
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When used at the end of class (which is how I use it), the one-
minute paper can be used to assess students’ comprehension of ideas
covered in the discussion or lecture. Here students are given one
minute to write a brief reflection on a question posed by the teacher.
When I use this device after a class, I typically ask “What was the
most important idea or insight that you engaged with today?” It can
also encourage students to start thinking about where they go next
with their learning. After a discussion my one-minute paper question
is usually “What issue was raised in the discussion today that most
needs addressing next time we meet?” Themes that emerge from these
papers can then be used to frame the lecture or begin the discussion
the next time the class meets.