University of Georgia

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.

Individual / Group Activity: Individually
Class Size: Small (<25), Medium (25-50), & Large (51-200)
Bloom’s Taxonomy Level: Remember
Development Initial: Absolute Knowing
Minimum Time to Facilitate: < 15 Minutes
Minimum Time to Debrief: < 5 Minutes
PDFs: Here

Discipline-Specific Examples

STEM (Science, Technology, Engineering, and Mathematics)
Please contact us at [email protected] with an example to include!

Humanities
Please contact us at [email protected] with an example to include!

Social Sciences
Please contact us at [email protected] with an example to include!

Co-Curricular
(experiences outside of the formal classroom but contribute to student learning)
Please contact us at [email protected] 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: https://ojs.upsi.edu.my/index.php/IBEJ/article/view/4352

Chiou, C. C., Wang, Y. M., & Lee, L. T. (2014). Reducing statistics anxiety and enhancing statistics learning achievement: Effectiveness of a one-minute strategy. Psychological reports, 115(1), 297-310: https://journals.sagepub.com/doi/abs/10.2466/11.04.pr0.115c12z3?casa_token=C5I8QeaV37sAAAAA:ktS-ac79VVsHNvoN5kmyVGLtS4_MyP_e2jCS5M9hARQGQiuvA2xNX4PJls9S3mgLGNWZm3_dgtM

Abbas, H. M., Hameed, A. A., & Aday, H. J. (2018). Effect of one Minute Paper Strategy in Obtaining History Material for Second Grade Students. Indian Journal of Public Health Research & Development, 9(8): https://eds.p.ebscohost.com/abstract?site=eds&scope=site&jrnl=09760245&AN=135222640&h=RFoGnPnI3SCneh5LE8K5JNCGiy1uQzgjnLV%2bxONDTA2BJhgkc8e3hwvEeAnsr43%2fHYjGJV77S4Dk5Hk1hih6eA%3d%3d&crl=c&shibtoken=A29aOcdfh7Qm_b7B9ReMZlViP4h_TQWAUMlpK9kCq4X2aTKJBdO6j4cnQwEwvGpEcFaCHEj5xTT28_asjnoJBYCme8dQjKBOHDZpiQknRnDV_v2jCONqmmlK8bMCwf8zijbZhSccd_izRb7rOurMF-W_ETUMUpSJsaUgYzbe6yJwDtdQfxTlXbavxJ9hHagY3-GjI9WSndTrCCeaFNkmH5N9_I8RJBtoMnHrmKqMmy9hkE_SGlbYuww1BYgX2n9dLXmbPI6DJdXuwsHYRdJw9wzYsf9bD4aTpoBm6fA2HT7O56DiL7BTBSRUM2wSQopK5zaL6QY21L0C22t1zMajxpjN3G20ydGrnMoiipF8FKWM5LIGBneKqhUBux_MB4IJrv1D8O4k7Nb7JyVOZ2xBeLfO5huH_5AopqX7B0UCi6cWmGYUnif58__F6hkHLJ8VvwGkjZUbPTrOgYJFHlge1FfNDkuPebU&resultLocal=ErrCrlNoResults&resultNs=Ehost&crlhashurl=login.aspx%3fdirect%3dtrue%26profile%3dehost%26scope%3dsite%26authtype%3dcrawler%26jrnl%3d09760245%26AN%3d135222640