To identify what learners see as significant learning, an instructor stops class a few minutes early and asks learners to respond briefly to some variation on the following two questions: “What was the most important thing you learned during this class?” and “What important questions remain unanswered?” while students record their answers.
Co-Curricular (experiences outside of the formal classroom but contribute to student learning) Please contact us at activelearning@uga.edu with an example to include!
Universal Design for Active Learning
Universal Design for Active Learning UDL and active learning share a common goal: centering all students in the learning experience. When designing an activity, UDL‑informed instructors consider how the activity could be open to all students while preserving the core learning goal.
Physical Considerations If handwriting is not required, allow students to type their response instead.
Timing & Pacing Provide more than one minute for students with slower processing or writing speeds. Allow after-class submission to capture genuine reflection. Grade based on participation rather than content.
Social Interaction Keep responses private. Avoid requiring public sharing unless voluntary and scaffolded.
Information Accessibility If the focus is on reflection over recall, consider allowing students to reference to class notes.
Ways to Participate/Express Allow response by writing, typing, or audio submission.
Online Adaptations
Coming Soon!
Additional Resources
Jimoh, A. G., Abanyam, F. E., & Uloko, C. I. (2021). Effect of One-Minute-Paper Cooperative Learning Strategy on Junior Secondary School (JSS2) Students’ Academic Achievement in Business Studies in Ogun State, Nigeria. International Business Education Journal, 14(1), 49-64: http://ojs.upsi.edu.my/index.php/IBEJ/article/view/4352
