1 minute essay

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One-Minute Paper

INTRODUCTION: A “one-minute paper” may be defined as a very short, in-class writing activity (taking one-minute or less to complete) in response to an instructor-posed question, which prompts students to reflect on the day’s lesson and provides the instructor with useful feedback. This strategy was originally developed by a Physics professor at the University of California, Berkeley (cited in Davis, Wood, & Wilson, 1983), then popularized by Cross and Angelo (1988) as one of a wide variety of quick “classroom assessment techniques” (CATs)—designed to provide instructors with anonymous feedback on what students are learning in class. For example, students write a one-minute paper in response to such questions as, “What was the most important concept you learned in class today? Or, “What was the ‘muddiest’ or most confusing concept covered in today’s class?”

While the original purpose of the one-minute paper was to assess student learning at the end of a day’s lesson, I have adapted the one-minute paper, shortened its name to “minute paper,” and used it for other purposes. In particular, I use minute papers less as a content-centered, instructional feedback strategy, and more as a student-centered reflection strategy designed to help students discover their own meaning in relation to concepts covered in class, and to build instructor-student rapport. Furthermore, I do not have students write minute papers anonymously and I do not employ them exclusively at the end of class; I give them at other times during the class period as well.

The following sections of this article are devoted to a description of (a) the types of questions I ask as prompts for minute papers, (b) the times during a class period when I use minute papers, and (c) the advantages I have found to be associated with minute papers.

QUESTIONS USED AS MINUTE-PAPER PROMPTS

Over the years, I have used a wide range of questions as prompts for minute papers. Below, I have listed some of my most frequently used minute-paper questions and attempted to categorize them in terms of what cognitive or affective dimension of the student’s learning experience they are designed to prompt.     

*Without looking at your notes, what was most memorable or stands out in your mind about today’s class? *What was the most surprising and/or unexpected idea expressed in today’s discussion? *Looking back at your notes, what would you say was the most stimulating idea discussed in today’s class? *For you, what interesting questions remain unanswered about today’s topic?

*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?

Attitudes/Opinions:

*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?   

Conceptual Connections:

*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 course(s)?

More recently, I have attempted to define and classify the major forms of higher-level  (higher-order) thinking processes that we intend to promote in higher education, and tried to design a set of minute-paper questions to prompt each of these forms of thinking. I am now attempting to use this classification system to help me become more intentional and systematic in my selection of thought-provoking questions for minute papers.

TIMES DURING THE CLASS PERIOD WHEN MINUTE PAPERS ARE PROMPTED

There are three times or junctures during the class period when I use minute papers: (a) at the end of class, (b) at the start of class, and (c) in the middle of class.

Most frequently, I use minute papers at the END of a class to have students reflect back and think more deeply about the most important concept discussed in class that day. This provides a meaningful sense of “closure” to the class session and focuses student attention on the major point or issue addressed, thereby increasing the likelihood that they will “consolidate” it into long-term memory. A number of research studies indicate that, if students engage in a short review of material presented to them at the end of a class period, they retain almost twice as much of its factual and conceptual content when tested for it at a later point in time (e.g., two months later) (Menges, 1988).

I also use minute papers at the START of class to activate (“turn on”) ideas and feelings students may already have about the material to be covered in the upcoming class. For example, if the topic is “Stress,” I may ask them: “When you hear the word ‘stress,’ what immediately comes to your mind?” Or, “In 3-4 sentences, tell me what you know about ‘stress’?” This type of anticipatory question serves to activate students’ prior knowledge and beliefs about the topic to be covered, prior to coverage of it, which readies the brain to make connections between the ideas they are about to encounter and the ideas they have already stored in their brain. As an instructor, it also provides me with early feedback about what prior knowledge or misconceptions students have about the topic, so I can attempt to build on their knowledge or dismantle their misconceptions.

Periodically, I will also ask for a minute paper DURING the class period, especially right after discussion of a key point. This serves to trigger student reflection on that point before another point is introduced, and it also serves to interrupt or “punctuate” class with an exercise that has students act on and do something in response to the ideas they are hearing. I believe that this mid-class interruption of discourse with an action task keeps students more alert and more mentally active during class, and intercepts the natural attention “drift” that takes place after they have been receiving (hearing) information for an extended period of time. Research indicates that student attention and comprehension are strengthened by short pauses that encourage mental activity in the middle of class presentations—for example “Tear out half a sheet of paper and write your reaction to the presentation thus far” (Bligh, 2000).

ADVANTAGES OF THE MINUTE PAPER

I have found that minute papers have multiple advantages, some of which I anticipated in advance and others that I discovered serendipitously while in the process of implementing them. These anticipated and unanticipated advantages are listed below.

1. Minute papers can provide a “conceptual bridge” between successive class periods. For instance, at the beginning of class, a quick review of student responses to a minute paper answered at the end of a previous class can provide and effective segue between successive class sessions.

2. Minute papers can improve the quality of class discussion by having students write briefly about a concept or issue before they begin discussing it. I have found that this gives the more reflective students a chance to gather their thoughts prior to verbalizing them, and benefits students who are more fearful of public speaking by giving them a script to fall back on (or build on) and use as a support structure for communicating their ideas orally.

3. Minute papers are an effective way of involving all students in class simultaneously. It ensures equal participation of each and every class member, including anyone who may be too shy or fearful to participate orally. It sends a message of high expectations—namely, each and every student is expected to participate and has something important to contribute—no matter what their cultural background or prior level of academic preparedness. To further ensure equal opportunity for participation, I sometimes ask for a minute paper in response to the following question: “During our class (or small-group) discussion today, what thoughts came to your mind that you did not get the opportunity to share verbally?

4. Minute papers can be used to stimulate and facilitate discussion of diversity. Sometimes, I’ll look for thematic or distinguishing patterns in the minute-paper responses of students of different age, gender, ethnic background, or national citizenship. I’ll report these patterns to the whole class at the start of the next session, and ask the class how they might interpret or explain the differences (and similarities) in the responses of various groups.

5. Minute papers can promote class attendance and attentiveness. I award points for completed minute papers that count toward students’ final course grade, and I do not allow students to make-up missed minute papers. I do allow students two “free” or “forgiven” minute papers for the term, so if they are absent on two days when minute papers are assigned, they will not lose those points. I adopt this forgiving policy simply because students are people, and people can get sick (physically and mentally) and have responsibilities (personal and familial) that sometimes compete with their scholastic commitments. Students who are in class for all minute papers are allowed to “bank” extra credit for the two “free” minute papers that they were entitled to, but did not use.

I have found that students are more likely to come to class if they know they are going to gain points, even if those points are not awarded every single class period. I do not assign minute papers in every class period; so, in effect, they function as a type of “pop quiz” that can be given in any class at any time. For readers familiar with Skinnerian principles of behavioral reinforcement, periodically assigning minute papers in this manner serves to reward students on a “variable schedule of reinforcement,” which is known to produce high response rates—in this case, high attendance rates.

Furthermore, students are rewarded for actually doing something in class, rather than merely “showing up.” Thus, students are rewarded for their involvement, and since attendance is a precondition or prerequisite for this involvement, they are also indirectly rewarded for coming to class. In contrast, most class-attendance policies do not positively reinforce student attendance; instead, they use negative reinforcement by penalizing students for missing class—i.e., points are taken away (subtracted).

In addition to promoting student attendance and involvement, minute papers can also be used to increase the likelihood that students will remain in class for the full duration of the class period. One faculty colleague of mine began using minute papers at the end of his biology labs, and this practice had an immediate impact on reducing the number of students who left before his 3-hour laboratory period ended. Another colleague has used minute papers at the very start of class to encourage punctuality and discourage tardiness. If the student is not in class at the time the question is asked, they cannot answer it and gain the points associated with it.

6. Minute papers are a more efficient way to promote writing-across-the curriculum than the traditional term paper. A minute paper is a shorter, more focused, writing-to-learn assignment that promotes greater reflection and deeper thinking in the classroom than the writing which takes place when students engage in rote recording of lecture notes.

Student receive full credit (usually five points) for the minute paper, no matter what they write, because the question does not ask for correct or incorrect answers; instead, it solicits their personal perceptions and experiences. The only thing I insist on for students to receive full credit is that they write complete sentences. Before their first minute paper, I point out that one purpose of this exercise is to develop their writing skills, because writing and thinking are strongly interrelated. When I read their papers, I correct spelling and grammatical errors, but do not subtract points for such mistakes. I will, however, subtract points if students do not attempt to use complete sentences. I do not subtract points on their first “offense;” instead, I point out that what they should do next time. A “repeat offender” is reminded one more time about not using complete sentences, and is warned that full credit will not be awarded for a third offense. This practice has effectively encouraged students to put effort into their in-class writing, without causing them to feel unduly threatened or unfairly penalized in the process.

7. Minute papers can function as an ongoing learning log or learning journal for the course. I have students complete successive minute papers on the same piece(s) of paper, so by the end of the term, they have a consecutive series of entries that approximates a learning log or journal. This also allows students to conveniently view their previous responses, along with my responses to them, which can sometimes help students see connections across course concepts and help them prepare for exams.

8. Minute papers can be used to personally validate students. It is not uncommon to find an example or experience cited in a student’s minute paper that powerfully illustrates a point I intend to make in class. I’ll jot down that student’s response on a post-it sticker and quote the student when I get to that point in class. (Naturally, I select quotes that are poignant and powerful, but not personal.). Students are often touched by this practice, because it validates their contribution, and more importantly, validates them as individuals. Sometimes, when I get a particularly eloquent or insightful response from a student, I include the student’s quote and name on an overhead transparency and project it at the start of class. This has turned out to be a particularly potent way to validate students; I’ve noticed that they often seem to be visibly flattered by being publicly recognized, and seeing their name and words “published” in print and showcased on screen.

9. Minute papers can help instructors identify course concepts that are most important or significant by encouraging them to step back and ask, “What is the most important idea or message that I want students to think about before they leave class today?” Minute papers have encouraged me to think more carefully about how to prioritize course content and to identify “core” concepts that I want students to examine deeply.

10. Minute papers can help the instructor learn student names if students are asked to come up to the front of the room individually to turn in their minute papers at the end of class session, and if students are called by name to come up individually and retrieve their papers at the start of the next class session. I use minute papers more frequently at the beginning of the term, not only to get students in the habit of regularly coming to class, but also to help me learn their names more rapidly. At the start of the term, I intentionally assign minute papers at the very end of class and allow students to leave when they finish writing. Individual students invariably finish their papers at different rates, so they do not all exit the room at the same time. When each student comes up to hand-in his or her minute paper, it give me the opportunity to view each student’s face and name (on the minute paper) simultaneously, which expedites my learning of student names. Moreover, at the start of the following class session, I call students by name to come up individually to pick up their minute papers from me, which further strengthens my memory of their names faces and faces.

11. Minute papers serve to build instructor-student rapport. When students get their minute papers back, they see that I have responded personally to them. I always address the student by name in my written response, and I sign my name at the end of my comments, so that the communication approximates or simulates that of a personal letter. This enables me to build instructor-student rapport, particularly because the minute paper solicits student responses that involve students’ personal perceptions or experiences. Such responses are conducive to my providing a personal response in return, rather than responding with evaluative comments on the validity of their answer or why they received a particular grade. For instance, recently I was discussing the concept of defense mechanisms, and I gave a minute paper at the end of class that asked students if they had ever witnessed or experienced any of the defense mechanisms discussed in class today. Many of the responses involved sharing their personal experiences or those of close family members, and I responded by expressing my appreciation of their willingness to share this information with me and, in a number of cases, I wrote back and shared a similar experience of my own. In some cases, I write back with a short question about their shared experience, asking them to elaborate a bit on it when they submit their next minute paper.  I have found that minute papers allow me to communicate with students on a more personal, humanistic basis, which improves the warmth and depth of the learning experience for both parties. (On several occasions over the years, students have used the minute paper to convey a “call for help,” which enabled me to connect them with a relevant support service or support person.)

Use of minute papers does not have to be a time-consuming or labor-intensive practice. For instance, they do not have to be used in very class session to be effective. I have been able to reap the benefits associated with minute papers by using them in about 30-40% of the class meetings for a given course. Also, your written remarks in response to students’ minute papers do not have to be extensive. On average, I spend about one minute responding to each student, and if I am pressed for time, I provide short responses to half the class (e.g., students with last names from A-M) and provide more extensive responses to the other half of class (last names from N-Z). On the next minute paper, I reverse the process and provide more extensive responses to the half of students who received shorter responses on the previous minute paper.

In short, I have found the minute paper to be a very efficient and versatile instructional strategy, whose multiple advantages traverse cognitive, affective, and social dimensions of the teaching-learning process.

Bligh, D. A. (2000). What’s the use of lectures? San Francisco: Jossey-Bass.

Cross, K. P., & Angelo, T. A. (1988). Classroom assessment techniques: A handbook for faculty . Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning.

Davis, B. G., Wood, L., & Wilson, R. C. (1983). ABCs of teaching with excellence . Berkeley: University of California.

Menges, R. (1988). Research on teaching and learning: The relevant and redundant . Review of Higher Education, 11, 259-268.

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Since first attending one of the summer retreats in 1997, I’ve held nine On Course workshops for our college, and I plan to offer more.

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The One-Minute Paper

A one-minute paper is simply that: students are given 60 seconds—either at the end of a section of work, or at the end of a lecture period—to jot down on paper some anonymous responses to an aspect of that day's class session. They drop these responses into a box at the front of the class, which you then take to your office. Then you read the responses to get a sense of what the students have learned, where there might be gaps in their knowledge, what aspects of your teaching practice they are responding to, and so on. The function of this exercise is solely to get a ‘dipstick’ measurement that you can respond to in a subsequent class session, by email, or on Blackboard.

Bearing in mind that the students only have one minute to write a response, you might provide prompts like the following:

• Write down the three key things you learned in today's lecture.
• In your own words, tell me what you understand about [ insert concept here ].
• What was the most confusing point in today's class?
• How useful was the group exercise that we did in class today? Please give details.

A yes or no answer does not help you much, so it is a good idea to word your question so that it elicits as much detail as possible. If you wish to explore the one-minute paper technique further, please feel free to get in touch with us .

One-Minute Paper: Assess Through Student Expression

Written by  Jori Marshall November 25, 2019 • 2 minute read

You’ve wrapped up your lecture and now you begin to pack up as students are leaving your classroom. You can’t help but feel the material you presented in the lecture was pretty extensive as images of your students’ blank stares during your lecture play back in your mind. You grab your bag and close out the classroom, meanwhile, none of the students have come up to you to ask follow up questions about your lecture.

Now you wonder, did my students understand the lecture? Did they make connections to course objectives? How did my students feel about today’s class and topic? Are my students actually learning? An effective way to answer these questions consist of a quick assessment of what your students know at the end of a lecture or class with the use of a One-Minute Paper . 

The one-minute paper is a classroom assessment technique created by Charles Schwartz of the University of California Berkeley in the early 1980’s and popularized by Thomas Angelo and Patricia Cross in their well-known book, Classroom Assessment Techniques: A Handbook for College Teachers. This technique is a great tool that can provide you with a snapshot of what your students are learning in your class. 

Why Should I use a One-Minute Paper?

Not only do one-minute papers serve as a form of feedback but also as a form of assessment, allowing for a brief and simple mode that can help you gauge student learning and response. The one-minute paper is a formative tool that can improve both teaching and learning by monitoring student comprehension, giving you a glimpse into the strengths and weaknesses of your own teaching methods, and aid you in modifying your classroom’s learning experience. Giving students the ability to provide input into the teaching/learning process can promote healthy collaboration and a sense of meaning to a student’s learning experience. 

A survey study completed on students' perception of learning gains demonstrated that students reported gains in linking primary class ideals with other knowledge and the implementation of knowledge to separate situations as a result of one-minute papers. Other demographic factors had no significant impact, such as age or discipline, on student perception of learning gains. With the use of one minute paper in your classroom, you can also have the ability to establish dialogue and form connections with students outside of the discussion by responding to each paper via email. Although this requires more time commitment, Gale M. Lucas of Northwestern University writes that this gives you the ability to initiate student-teacher contact by personalizing your responses and can lead to in-depth conversations on a given subject matter. This lets your students know that you are available and eager to communicate and can create a motivation to learn by making students feel “safe” and heard; especially students who tend to be more introverted.  

How Do I Incorporate a One-Minute Paper?

Including the one-minute paper into your classroom pedagogical practice is quick, easy, and efficient. You can start by ending class two to three minutes early and request that students pull out a paper (or provide them with a template) to answer the following questions:

• "What was the most important thing you learned during this class?
• "What important question remains unanswered?"
• Optional: “Additional Comments”.

You can then give students one to two minutes to answer these questions.

Below is a step by step guide on incorporating the one-minute paper courtesy of Angelo and Cross.

• Draft minute paper prompts that are relevant to your course and students and test it on a colleague of teaching assistant. 
• Plan to save five to ten minutes of your class time to use the one-minute paper and discuss the results with your class.
• During or before class, write out and display your prompt questions for the paper.
• Provide your students with index cards or an outline to complete the one-minute paper.
• Give students the option to remain anonymous unless it is important for them to write their names.
• Communicate to students how much time they have, the type of answers you desire (short sentences, words, or phrases), and when to expect feedback. 

Asking students to reflect on their own learning using the one-minute paper can improve teacher-student collaboration and bridge gaps in learning.

How Do I Use One-Minute Papers in Remote/Online Teaching?

Download our how-to guide of using one-minute papers in remote/online teaching from Google Docs.

Synchronous Application Examples

To guide students to actively apply and build upon their knowledge in a synchronous session:

• Introduce the task: Provide the questions you want students to answer in your lecture slides or on Canvas, either as a text entry submission or a discussion board.
• Continuity across class meetings: Use one-minute papers as an activity at the beginning of class to have students reflect on previous meetings and recall any questions they have about the material.
• Use as a knowledge check: Between ending a lecture and taking a class break, ask students to submit a quick one-minute note about what was just discussed in class.
• Use as an exit ticket: Give students time at the end of class to submit and set a deadline (such as by the end of the day or immediately after session).

Asynchronous Application Examples

To guide students to actively apply and build upon their knowledge using asynchronous activities:

• Create an assignment as a check-in for completion of asynchronous tasks: Students can submit their one-minute papers by a deadline to ensure they watched your asynchronous lecture or completed their homework prior to class.
• Post to a Canvas discussion board: Ask students to post their one-minute papers onto a discussion board and reply to their classmates — they can answer each other’s questions and share with the class an interesting point others may not have considered. As the instructor, consider participating on the board with students.
• Send your questions in a Canvas Announcement and ask students to reply before class

Preparation Tips

• Make sure questions are posted on Canvas or are otherwise provided to your students.
• Be intentional about what you are asking your students to address — do your questions check for understanding, and/or will they inform your future course preparations?

Facilitation Tips

• Use a text-entry assignment on Canvas so students don’t need to figure out uploading a short document and if you want your students to be specific in their comments about understanding the concept.

Who's Doing This?

Faculty Insight: One-Minute Paper Assessments

Dr. Kelly L'Engle, an associate professor in the School of Nursing & Health Professions, shares her knowledge on how she pivoted her formative assessments for remote and online teaching, including creating one-minute papers and opportunities for web discussions.

Are you or someone you know finding success with using one-minute papers? If so, we’d love to hear from you! Email [email protected] to share your story.

Suggested Educational Technologies

Whether you don’t know where to start or have a particular educational technology in mind, we are here to help! To learn how to apply educational technologies to your course, request an Instructional Design consultation .

• Canvas Documentation: What are Discussions?

Contact Instructional Technology & Training to schedule a training session and access self-guided training materials on educational technologies supported at the University of San Francisco.

Resources and Research

• On-Course Workshop: One-Minute Paper
• Tufts University Center for the Enhancement of Learning & Teaching: The Minute Paper Template  (PDF)
• TeacherReady: 8 Questions to Ask Students While Completing the Minute Paper
• University of Glasgow: One Minute Paper Guide
• Classroom Assessment Technique Examples  (Angelo & Cross, from  Classroom Assessment Techniques: A Handbook for College Educators ) [PDF]
• Initiating Student-Teacher Contact Via Personalized Responses to One-Minute Papers (Lucas, 2010,  College Teaching)
• One-Minute Paper: Student Perception of Learning Gains (Anderson & Burns, 2013,  College Student Journal )
• Stay in touch, won’t you? Using the one-minute paper (Kloss, 1993,  College Teaching )
• The One-minute Paper as a Catalyst for Change in Online Pedagogy (Campbell & Lucio, 2019,  Journal of Teaching in Social Work )

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One-Minute Papers: A Way to Further Design Thinking

Connecting design thinking to your area of expertise.

Many of us have sat through long lectures believing the material did not connect to us at all. This should not be the case with design thinking, a process that involves rethinking and reframing problems to make things easier, more streamlined or different. However, many people view design thinking as an insular activity that does not mesh with their specific domain of expertise . This should not be the case. Design thinking can relate to any topic.

This post offers a step-by-step description of how using the "One-Minute Paper" learning technique can enable educators to connect design thinking with their area of expertise quickly and effectively. One-Minute Papers, as described by Thomas A. Angelo and K. Patricia Cross , involve asking one or two probing, open-ended questions on the material covered. This task takes about one minute to complete. The hope is that, through these questions, students will be able to self-assess their learning while in turn the teacher gauges student understanding.

What is Design Thinking?

Design thinking uses a structured approach to solve problems (Coley, 2013). There are many flavors of design thinking, but for the purposes of this conversation, we'll talk about the following eight phases. (For a full description, please see my previous post, Design Thinking in the Classroom: Free Inspiration from the Ad Award Winners .)

• Define the problem
• Research the problem
• Analyze the situation
• Redefine the problem

However, as Helen Walters (2011) points out, design thinking is not a magic wand, but holds real value when working with difficult, challenging and chaotic problems.

What Are One-Minute Papers?

One-Minute Papers, as mentioned above, are a learning and teaching strategy where the learners are asked one or two quick but deep questions on the material covered. Angelo and Cross (1993) recommend asking questions designed to make a student think critically and not just repeat what is in his or her notebook. Typically, the questions take a form similar to:

• What was the most challenging aspect of today's activity?
• Give an example that relates to the topic of the day.

How Can We Connect Design Thinking to Subject Expertise?

The easiest way to connect design thinking to our subject expertise is to ask ourselves simple questions modeled after the one-minute paper learning technique for our students. Below are some examples:

• What is the purpose of design thinking?
• What is the most challenging aspect of design thinking?
• Give an example of where design thinking would be useful in your area of educational expertise.

These questions require an educator to be actively engaged. But even more, they act as a prompt for educators to give their opinion, analyze their learning and create connections. If teachers ask themselves these types of questions when learning about design thinking, the results could be amazing.

How Long Will It Take?

These questions should take about one minute to complete, as the name implies. The questions should act as a quick and easy way for getting instant feedback to see whether you understand the design thinking process.

Why is All of This Important?

Design thinking is so powerful that teachers should harness their knowledge of it and apply it their area of expertise. In many cases, we do not discuss design thinking with regard to more traditional subjects such as mathematics, history and physics. My hope is that, through these questions, we can reframe and rethink the way we approach our subject expertise to be more innovative in our classrooms. Design thinking methodology could be the perfect way to tackle specific classroom issues such as student memory lapses in history class, boredom with routine exercises in mathematics, or apathy in physical education.

Angelo, T.A. & Cross, K.P. (1993). Classroom Assessment Techniques (2nd ed.) . San Francisco: Jossey-Bass Publishers. Coley, S. (2013). "Here's to the crazy ones: Simon Coley on design thinking." StopPress . Retrieved July 8, 2013. Walters, H. (2011). Design Thinking Won’t Save You. Retrieved from Helen Walters' blog .

Gone in Sixty Seconds: The One-Minute Paper as a Tool for Evaluation--of Both Instructor and Student

The one-minute paper can be done at any time in a class period. You can start the class with a question: “What question do you have from the reading for today?” Or you can interrupt a class in the middle: “OK, we’ve just talked about the scientific flaws in Jurassic Park III. Write for one minute on which of those you consider to be the most serious.”

Writing one-minute papers serves as a way to seal ideas in students’ minds, provides you with an idea of where they are, develops their critical thinking skills, and, not least, tells you something about your own teaching.

A Berkeley Compendium of Suggestions for Teaching with Excellence  by Barbara Gross Davis, Lynn Wood, and Robert C. Wilson suggests assigning minute papers at the end of class in order to “Know if the class is understanding you or not, know if students are bored or confused, encourage students to listen actively during lectures, [and] give students experience writing short essay answers.”

It may seem odd that a simple teaching technique could have an “inventor,” but so it is with the “minute paper.” For the last 10 years or so, controversy and email has flown around the world, trying to get everyone to agree that Berkeley physics professor Charles Schwartz is the father of the “minute paper.” There finally seems to be general agreement that he is. So, hats off to Professor Schwartz. His “minute papers” consist of two questions to which students give written responses at the end of each weekly lecture. 

“I call them ‘minute papers,’” he says, “because I preface them with the request that they take a minute or two to write on these two questions: 

(1) What is the most significant thing you learned today? and (2) What question is uppermost in our mind at the end of today’s session?” 

“The minute papers started out purely as an attendance device,” Professor Schwartz explains. “As I began to read their responses, however, I found them very useful in evaluating how successful I had been in conveying the material that day. In fact, now I often quote one or two of their essay responses at the beginning of the next discussion period to get the discussion started.” 

As is the case with many educational experiments, this one had an additional unintended benefit. “Because these are mainly science students who are seldom asked to write, I pointed out that these minute papers were good practice for the essay questions which would constitute my final. As the term progressed, I noticed an improvement in the papers: they became longer, better developed, and more carefully phrased.” As Schwartz points out, the more students write, in any discipline, the better off they are in terms of comprehension and synthesis of the material.

The minute paper can also tell you something about your own teaching. If most of the students miss your main points, it’s probably you, not them. The first thing you do is bring that up in the next lecture and clarify it; the second thing you do is change how you’re presenting that material.

The great thing about minute papers, however, is that you can go a little crazy with them and have some fun. Rather than have them remember a point or develop a question, have them deal with a problem. At the end of the lecture, give them a scenario. For instance after my students read the Bretolt Brecht play Galileo, and we discuss it, I often give them the following one-minute paper:

You are going to make a movie of Galileo. Cast the major characters using contemporary actors (no politicians, sports stars, etc.). Provide a two or three sentence rationale for your casting choices. 

To my students, this just seems like fun, but they in fact can’t make appropriate choices unless they understand the characters. And I do let them yell out during the paper: things like ”What’s the name of the actor who was in Mrs. Doubtfire?!” (And that’s a good call—I think Robin Williams would make a great Galileo.)

Here’s another one I’ve used in class. I give them the following “Dear Abby”-esque letter, and ask them to respond:

Dear Abby: My high school teacher said I could never use “I” in an essay. Now I’m at Berkeley and I’m being told the most horrible things, like I can use “I” if it’s appropriate. What should I do? Is that true? And if so, when is it appropriate? 

Signed, “I” am confused in Berkeley

Here’s a final example from introductory physics:

Suppose you put a big block of ice in a bucket and then fill the bucket with water until the water level is exactly even with the edge of the bucket. The ice of course is now floating in the water. Now we will wait for several hours for the ice to melt. Which of the following will occur? (Neglect evaporation.) 

1. The water level in the bucket will remain the same. 2. The water level in the bucket will drop. 3. Some water will overflow the sides of the bucket.

Your task is to explain your answer in writing to a classmate who doesn’t understand and who is arguing for what you consider to be the wrong answer. Explain your answer so clearly that it serves as a little textbook that will explain the physics principles involved.1

The “one minute paper,” then is really what you make of it. It provides a good test for you and for your students and requires quick thinking, analysis, and synthesis. Oh, by the way, it’s fun. 

1. Summarized from “Microtheme Strategies for Developing Cognitive Skills,” John C. Bean, Dean Drenk, and F.D. Lee, published in  Teaching Writing in All Disciplines  12 (December 1982) in the Josey-Bass series New Directions for Teaching and Learning.

Steve Tollefson (College Writing Programs)

Originally Published: Volume 2 – Number 2 (Fall 2001)

Teaching Online Pedagogical Repository

Use Minute Paper to Evaluate Student Participation

Tags: Assessment , Feedback , Formative , Muddiest Point , Participation , Reflection

Description

The minute paper is a formative assessment strategy whereby students are asked to take one minute (or more) to answer two questions: what was the most important thing they learned in class today; and what still remains unclear to them. The goal is for the instructor to get a feel for whether students captured the most important points, and to know which areas need further expansion. In a blended course, this technique can be adapted either to end a face-to-face class and help plan e.g., An online discussion to explore unclear points OR can be used at the end of e.g., A week of online activities, to help the instructor plan for the face-to-face meeting or next week’s online activities.

Link to example artifact(s)

The Center for the Enhancement of Learning & Teaching at Tufts University has prepared a handout on this strategy. In this handout, you will find sample instructions:  http://homepages.math.uic.edu/~bshipley/MinutePaper.pdf

UCF’s Dr. Kelvin Thompson adapts the one minute paper idea for collecting formative feedback from students in his online graduate course in educational technology.

Link to scholarly reference(s)

Carlson, A. (2010). Muddiest point. In Western Washington University Center for Instructional Innovation and Assessment (Ed). Classroom assessment techniques online video modules. http://pandora.cii.wwu.edu/cii/resources/modules/muddiestpoint

Ives, C. (2014). Daydreaming or deep in thought? Using formative assessment to evaluate student participation. http://www.facultyfocus.com/articles/effective-teaching-strategies/daydreaming-deep-thought-using-formative-assessment-evaluate-student-participation/

Stead, D. R. (2005), A review of t he one-minute paper, Active Learning in Higher Education, 6 , 118-131.

Post Revisions:

• August 17, 2020 @ 16:32:17 [Current Revision]
• August 17, 2020 @ 16:32:17
• August 6, 2020 @ 18:17:55
• July 31, 2020 @ 20:32:42
• June 18, 2020 @ 19:53:55
• March 2, 2018 @ 17:48:21
• May 23, 2017 @ 20:21:59

McCormick Teaching Excellence Institute

One-minute papers.

A one-minute paper is an active-learning exercise that can surface new questions you don’t know students have!

Getting Started

Try a one-minute paper instead of asking “any questions?” at a major stopping point.​

• When you reach the end of a topic, lecture, or unit, ​ask students to spend one minute writing a brief response  to what they just learned.
• Collect the “papers” for review.
• Read and respond to the papers.

The prompt for the papers could be:

• What are you most confused about?
• What is the main question you have now?
• What is the most important thing you learned?
• What do you want the instructor to know right now?

Why It’s Effective

• Students will reflect on what they’ve learned, helping them and you know what to concentrate on next.
• You will get a better picture of what the class is thinking. By sampling everyone, you get more data than just letting one or two students ask a question. Then you have the opportunity to address any common confusions. You might even decide to teach a topic differently next time as a result.
• It builds trust and demonstrates that you care about what all students are learning, thus promoting a sense of belonging.
• You can respond in many ways, such as email, a class discussion forum, notes posted on a course website, lecture time in the next class, or delegating to TAs in discussion section.
• Your TAs can also do this at the end of each discussion section for their own development.
• To collect the responses, you could pass out index cards for students to write on, or print out your own customized prompts. Here are some Word documents you can use as templates:  1-up , 4-up .
• To go paperless, you could use anonymous comments in an online discussion forum, a Canvas survey, or even a Google doc if the class size is amenable.

Online Adaptations

• One-minute papers combine well with remote or asynchronous teaching. They afford students the opportunity to bring up questions that might not otherwise get raised when watching online lectures or participating in Zoom calls.
• To collect responses, you can use any of the paperless options above.
• Mid-semester feedback survey dates

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Strategy Bites: One minute paper

• November 20, 2018
• By Jasmine Parent

At Teaching and Learning Services , we regularly receive questions from instructors asking for ideas to enhance their teaching and improve students’ engagement in class. So, we’ve recorded 2-3 minute video bites that describe how to implement some strategies we’ve chosen based on relative ease of implementation, suitability for different class sizes, and their representation of a variety of interaction types. We’ll be s haring these strategies in the Teaching for Learning @McGill University blog over the coming weeks. Stay tuned!

Strategy: One Minute Paper

Sometimes, students need time to digest new information. The One Minute Paper offers them the opportunity to reflect on what they’re learning.

Why use this strategy?

In my experience, attending a lecture usually involved showing up, listening and going home to independently study. I can’t remember a time where I was asked to reflect on the course content other than while writing a paper or an exam. I remember using clickers to demonstrate our comprehension of the material, however, through this, our voice was never heard. Are there more effective ways to incorporate more depth reflections of the content? Yes. An effective teaching strategy you may consider is the One Minute Paper. It’s a short, in-class—or online—writing activity that students do in response to an instructor prompt. While often used to assess learning at the end of a class, the strategy can also be an opportunity for instructional feedback, as well as student reflection on learning.

Give students a prompt. Allow them a minute or two to think about what they would like to write. Then give students a minute to write down their response. Their writing may be submitted anonymously or not, depending on what type of feedback you would like to provide after reading it. The writing can also be submitted electronically. It’s worth noting that it might not be necessary to provide feedback on everything students write. Part of the value is simply getting students to reflect. You can sample the submissions and decide what to comment on.

The versatility of the strategy actually allows for it to be used at the beginning, middle or end of a class. At the beginning, just before you start your lecture, you can ignite the thought process with a prompt such as: What comes to mind when I say the word _____. In the middle of the class, you might ask: What connections can you make between this new concept and the ideas we talked about last class? At the end of the class, you might ask: What was the most imp ortant concept of this lecture? or What concepts remain unclear at the end of this lecture? You might also pose questions that stimulate deeper thinking – Do you agree/disagree with this statement? Why? or What connections can you make with what was discussed in today’s class and other courses you are taking?

An outcome of this strategy that I appreciate the most is that it places importance on involvement and moving beyond that task of just having to show up for class. By asking each student to share with you their thoughts, you are giving them a louder voice in their learning experience and a greater drive to be fully present – in mind and body.

Would you like to know more?

• Ideas for getting students to reflect on their learning
• Three Ideas for Implementing Learner Reflection
• Ever thought about having students do audio reflection assignments ?

Check out the other posts in the Strategy Bites series:

• Strategy Bites: Student-generated questions (3/26/2019)
• Strategy Bites: The muddiest point (3/14/2019)
• Strategy Bites: Brainstorming (2/19/2019)
• Strategy Bites: 4 corners (2/7/2019)
• Strategy Bites: Exit cards and closing summary (1/17/2019)
• Strategy Bites: Concept mapping (1/10/2019)
• Strategy Bites: One minute paper (11/20/2018)
• Strategy Bites: Think-pair-share (11/13/2018)
• Strategy Bites: Jigsaw (11/6/2018)
• Strategy Bites: Critical debate (10/23/2018)

How do you get students to reflect on their learning? To think about what they don’t know? Share your ideas!

Jasmine Parent is an M. Sc. g raduate from the program of Global and Community Nutrition in the Department of Dietetics at McGill University . She is currently enrolled in the M . Ed. Technology Program at the U niversity of B ritish C olumbia and works as an Assist ant Online Course Developer at McGill’s Teaching and Learning Services . Her greatest passions include cooking and exploring healthy recipes, practicing yoga , and spending time in nature.  

Featured Image photo credit: Victor Tangerman

• learning , strategies , strategybites , teaching

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• One-Minute Write

Advantages of one-minute write

• Provides immediate and useful feedback with minimal time or effort.
• Preparation is quite easy and takes no to very little time.
• Can be used to collect information about specific topics, readings, or activities, as well as larger units like a whole class period. Can be used in any course at any level.
• Requires students to self-assess. Students must mentally review everything they have heard before they can decide what is most important, and they must evaluate their own understanding before they can decide what questions to ask.
• Allows students who may be reluctant to speak up in front of the class to have a voice and ask questions.

Steps and tips for using one-minute write

• Pose the question that you wish students to answer. Some of the more common forms of questions include:
• What was the muddiest point in today's class (or reading, discussion, etc.)?
• What questions do you have that remain unanswered?
• What was the most important thing you learned during this class (from the reading, activity, etc.)?
• What was the main point of the in-class activity/experiment?
• Give students one or two minutes to write their responses. You may also want to consider giving students some time to discuss their responses with a classmate; students are often surprised to find that their perceptions are different, or similar, to those around them.
• Collect the responses and review.
• Respond to student comments. If there is a concept or issue that several students all mention as a problem, that can be an indication that the instructor needs to spend more time on that topic. With large classes, it generally works best to collect responses at the end of one class period and spend a few minutes at the beginning of the next class discussing them. Some instructors will randomly draw a student response from the pile and respond specifically to that comment.

Challenges of the one-minute write technique

It is important for the instructor to let students know that their responses have been read and that the instructor is trying to address their concerns; otherwise, they will have no incentive to provide honest feedback the next time. However, doing so can take previous class time, particularly if your discussion elicits additional questions from students. One option is to respond on-line, via email or a class website, or only to respond to the most common point of confusion.

The first few times the instructor asks students to identify the muddiest point, or to pose unanswered questions, students may have difficulty articulating what they do not understand. Also, the instructor needs to be prepared to read their responses with an open mind; instructors are often surprised and frustrated to find that students are unsure about a concept that the instructor believes was explained clearly.

References, further reading, and sources for examples of think-pair-share

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• Initial Publication Date: September 22, 2011
• Short URL: https://serc.carleton.edu/58467 What's This?

• Games, topic printables & more
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1 minute speech topics

150 just a minute topics, plus sample speech outlines and speeches

By:  Susan Dugdale  

One minute speeches. That's sixty seconds to inform, to persuade, or to entertain using between 130 to 150 or so words. 

How succinct can you be? Can you get the point quickly and effectively?

Giving impromptu *  1 minute speeches teaches us about talking smarter, not faster! 

* Impromptu -  without preparation time or rehearsal

I'd like to call on Joe to say a few words

Our lives present many occasions calling for someone, perhaps us, to say 'a few words'. Whether in our work place, family, social or community setting, the ability to do that confidently and competently is highly valued.

Practicing preparing and delivering one minute speeches is an ideal way to gain the skills needed.

What's on this page

150 one minute speech topics.

You'll find 150 impromptu 1-minute speech topics, split into 3 groups:

• 50 one minute speech topics for children from middle school age and up
• 50 business/work/career themed 1 minute speech topics more suitable for adults
• 50 fun/nonsensical/absurd just a minute speech topics for adults

But wait, there's more! You will also find ...

Sample just a minute speech outlines & speeches with audio

In addition to the 1-minute speech topics there are  three example speech outlines that have been worked into speeches: one from each group of 50 topics.

I've included them because a 1-minute speech is just like any other. To be effective it needs structure.

The danger of opting to go 'free form' is that you're quite likely to serve up a meandering splurge of information leaving the people listening to it wondering what the exact point was you wanted to make.

One of the most effective structural formats or templates to commit to memory and use for impromptu, short speeches is Point, Reason, Example, Point or PREP * .

I've used it in my three sample outlines and speeches.  The pattern, PREP, repeats three times in each of them.

You'll find text and audio of each 1-minute speech below each topic group. 

( * Find out more about 6 other useful impromptu speaking templates .) 

At the bottom of the page there's a compelling explanation as to why learning to give good impromptu one-minute speeches is a brilliant action to take.

Download a printable speech outline template

And very lastly, after information about the fabulous impromptu One Minute Speech game , there's a blank printable Point-Reason-Example-Point (PREP) one minute speech outline template to download for your own use. ☺

50 one minute speech topics for kids

• We should be able to choose our own bed times.
• Animals have rights too.
• We should never be beaten as a punishment.
• My favorite foods
• What is the best time of day for you?
• What do you think you will you do when you grow up?
• My favorite animal
• The best time I’ve ever had
• My most favorite subject at school
• The funniest thing that has happened to me
• The most exciting event in my life
• The person I would most like to meet
• Something I want to learn
• The best thing about my neighborhood
• What we do for fun in my family
• My favorite film
• The music I like to listen to
• What I think about social media
• My favorite sport
• The silliest thing I ever saw
• My three wishes are
• If you had the power what would you change?
• The most boring thing in the world
• Countries I would like to visit
• My favorite meal when I go out to eat
• A family tradition
• The best prank ever
• Why apologizing when you’re wrong is a good thing to do
• Words we use that we have to explain to adults
• Fun games to play with friends
• My favorite item of clothing
• What means the most to me
• What adults do not understand
• The best season of the year
• The dumbest thing I did when I was very little
• The top three things I like most about my best friends
• The best character in a book I’ve read or a movie I’ve seen
• What is the weirdest thing you’ve ever seen?
• Three things I think the US President should do
• The happiest time I’ve ever had
• The hardest thing I’ve ever done
• My favorite place to be in the whole world
• The scariest thing that has ever happened to me
• Why friends are important to me
• Why peer pressure can be damaging.
• Why being different is OK
• Why bullying is never OK
• Who is a hero to you, and why?
• What is your favorite holiday, and why?
• The worst tasting food I’ve ever been given to eat.

Something I want to learn (Topic 13 on the list for kids)

Here's PREP - Point, Reason, Example - in action. 

The opening sentence, incorporates the topic, states the first Main Idea *  or Point and serves as an introduction.

Yep, it's working hard! You don't have a lot of time, so you need to get straight to the point from the very beginning.

(The speech text without the PREP outline headings is below.)

* Main Idea and Point are interchangeable terms. 

1.    Main Idea or Point

Something I want to learn  is to read people's minds.

 - Reason 

I think it would give me power over my family.

 - Example

For example I’d know what my mother was planning for my birthday. If I didn't like it, I could begin a campaign to steer her in the direction of something I wanted.

2. Main Idea or Point  

I would also know if people were telling the whole truth, partial truths or total lies.      

That's handy for sorting out squabbles with brothers and sisters.

Jimmy did eat the last bit of cake. And despite what she says, Janelle borrowed my top and splodged tomato ketchup on it.

3. Main Idea or Point  

Lastly my father would know I was on to his excuses for habitually coming home late.

- Reason - Example (I've missed both out to fit the content into the time limit,  I don't feel it lessens the speech as the first two Main Ideas or Points were fully covered. Besides, the reason is implied. My knowing would/could curb my father's behavior.)

Close - Summary

Today I begin training. I've enrolled in internet guru Madame Gloria's 10 lesson mind reading course. My family will be amazed. You could try it too!

Total words : 145

1 minute speech 'Something I want to learn' text 

Something I want to learn is to read people's minds.  I think this would give me power over my family.

I would also know if people were telling the whole truth, partial truths or total lies. That's handy for sorting out squabbles with brothers and sisters.

Jimmy did eat the last bit of cake. And despite what she says, Janelle did borrow my top and splodge tomato ketchup on it.

And lastly my father would know I was on to his excuses for habitually coming home late.

1 minute speech 'Something I want to learn' audio

You've read it. Now you can listen to it. Click the link to hear me, Susan. (You're hearing a New Zealand accent. ☺)

Something I want to learn - 1 minute speech example

50 work/career themed 1 minute speech topics

• The difference between features and benefits of a product.
• The value of recognizable branding.
• The wisdom of the maxim to follow your dream
• The advantage of a college education
• The traps of advertising
• The difference between fact and opinion
• Difference in pay scales due to gender
• The glass ceiling
• The difference between having a job and a career
• Is the term ‘ethical business’ an oxymoron?
• What 3 skills do you think are most valuable to an employer?
• Why is working smarter, better than working harder?
• Plain English is preferable to jargon.
• Who do you admire most, and why?
• What qualities do you want to see in a leader?
• What skill do you think will help you get to where you want to go faster than any other?
• Is it the people you know, or the abilities you have that gives you the opportunities you want in life?
• Where does poverty begin?
• Should all education at all levels be free?
• What changes would you make to the current levels of state or governmental care?
• What one social change do you think would alter the way we live for the better?
• What one important idea has changed the way you think and act in your life?
• If you could be the best version of yourself you could be, what area would you be working in now?
• What does the phrase ‘living for the weekend’ mean to you?
• What special qualities does a person need to have in order to be successfully self-employed?
• What subject areas should schools teach more of?
• How could practicing impromptu speaking improve your critical thinking skills?
• What qualities do you notice particularly in good communicators?
• What advice would you give a young person about choosing a career?
• How does what you do now for a living, vary from the way your parents worked?
• What qualities do you admire most in the people who work alongside you – your co-workers?
• What habits do you find the most difficult to deal with in a shared work space?
• Is a 4 day week or ‘working to live’ an unrealistic dream?
• What is your favorite day of the week, and why?
• What does it mean to listen well?
• What book has had the most influence on your life?
• Three ways to stand up for yourself
• How to disagree with someone respectfully
• Is it ever OK to lie?
• What is the most important lesson you’ve learned so far?
• If you could have dinner with whoever you chose, who would you choose?
• What thing did you ever have to do that turned out to be extremely good for you?
• What my work clothes say about me
• Is it OK to have private conversations or to handle personal matters while at work?
• Three skills my employers do not know I have
• How do you know when you’ve been in a job too long?
• The notion of job security is no longer safe to hang on to. What should we be doing instead?
• What advice would you give someone who is appears to be in the job purely for the money?
• How does tone of voice influence how you respond to someone?
• What makes you think a person is trustworthy?

What my work clothes say about me  -Topic 43 from the work/career list - PREP format

The opening sentence, incorporates the topic, states the first Main Idea or Point and serves as an introduction. 

(You can see the speech text, minus the PREP outline headings below.)

1.   Main Idea or Point

Clothes make the man.

Yes, we judge each other on what we wear. And have done forever. 

For better, or for worse,  in the western working world, nothing says dependable and professional as eloquently as a tailored grey business suit, a crisp white shirt and a pair of good shoes. 

If we're sensible we understand clothing speaks louder than words ever can.     

And that our choices can undermine whatever we're involved in.

For example, a funeral director wearing a silver micro mini skirt teamed with skimpy red t-shirt meeting a client for the first time could set alarm bells clanging loudly.  

I'm immensely grateful to have been spared the minefield of choice by a business dress code.

- Reason 

Both the risk and anxiety of getting it wrong is enormous.

 - Example & close  

So what my carefully selected work clothes say about me is that I'm conscientious, detail focused, ambitious and, per courtesy of my classic Cartier watch, that I understand quality. 

Total words : 151

Just a minute speech: 'What my work clothes say about me'

Clothes make the man.  Yes, we judge each other on what we wear. And have done forever. 

For better, or for worse,  in the western working world, nothing says dependable and professional as eloquently as a  tailored grey business suit, a crisp white shirt and a pair of good shoes.  

If we're sensible we understand clothing speaks louder than words ever can.   And that our choices can aid or undermine whatever we're involved in.

For example a female funeral director sporting a silver micro mini skirt teamed with a skimpy red t-shirt meeting a client for the first time could set alarm bells clanging. 

I'm immensely grateful to have been spared the minefield of choice by a business dress code.   The risk, and anxiety, of getting it wrong is enormous.

1 minute speech - 'What my work clothes say about me' - audio

Click the link to listen: What my work clothes say about me

50 1-minute speech topics for fun, for a giggle, a laugh!

• The time the joke fell flat
• What’s funny depends on the individual
• The biggest laugh I’ve ever had
• The most successful prank I was part of
• Why people laugh
• My most embarrassing moment
• Two sure-fire ways to get rid of your boss
• How to talk your way out of having to do the dishes
• How to appear very intelligent
• The deepest secrets of your pet cat
• Why your dog is your best friend
• If I ruled the world
• Three words I would ban if I could
• Why I should have an instant pay rise
• The significance of World Paper Clip Day
• Lessons learned the hard way
• How to make your favorite meal last longer
• How to successfully annoy your brother, sister, mother, father
• The top three reasons for not handing in homework
• Why being predictable is boring
• Three ways to fail successfully
• How to blame other people and get away with it
• How to mind read
• The best seller I am writing
• The top ways to get people to like you
• How to lie extremely well
• The worst chat up line ever
• Three creative things to do with a brick
• How to tell if someone loves you
• What to do when you forget the birthday of someone close to you
• The worst Christmas present I ever received
• The most extraordinary thing that ever happened to me
• How to get other people to pay for you at a bar or restaurant
• Strategies for avoiding people you don’t want to talk to
• Idiot things I have done unintentionally
• Instructions for riding a bicycle
• How to teach your great grandmother to use a mobile
• How to avoid being picked out of a group to present a report
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The significance of World Paper Clip Day -Topic 15 from the for fun list  - PREP format

(The full text, minus the PREP outline headings, is below.) 

Naturally, the significance of World Paper Clip Day is of interest to all intelligent people.

We understand the importance of keeping it together, of clipping ideas. It makes for an orderly existence.  

Think of the horror of muddled thoughts. Strewn willy-nilly, with nothing to hold them. Pitiable, isn't it?

We need clips. Just as we need the paper they hold.   

Both are crucial in this digital age - where ideas can vaporize with a key stroke, or a system malfunction. Entire files, weeks worth of work, can be lost, never to be restored, in a second.

Clipped papers are reassuringly tangible. They can be seen, touched and if you're into it, smelled.

Lastly we need to cherish the clip for its universality.

Wherever it is in the world, what it stands for is understood.  The paper clip unites - not just ideas, but people.

- Example & close  

Look around!  Vive la clip!

Total words : 149

1 minute speech -The significance of World Paper Clip Day

We need clips. Just as we need the paper they hold.  Both are crucial in this digital age - where ideas can vaporize with a key stroke, or a system malfunction. Entire files, weeks worth of work, can be lost, never to be restored, in a second.

Look around! Vive la clip!

1 minute speech - 'The significance of world paper clip day' - audio

Now listen to the audio: ' The significance of world paper clip day '.

Why learning to give 1 minute speeches is brilliant

The brilliance of becoming comfortable and competent with making impromptu 1 minute speeches is that you'll learn to:

• distill your material - reduce it to its core essentials - selecting only what is necessary and best to meet your speech purpose and the needs of your audience. 
• structure your information efficiently and effectively thus mastering two important facets of good speech making: speaking to time rather than going over and, providing an easily followed sequence of ideas. Your audiences will love you for both!

Consequences, side effects and benefits

You will be a hero! I do not jest. (OK, maybe just a smidgen. ☺) However the person who can calmly, confidently, competently stand and talk in public settings is always admired, and in demand. Speak well, saying what needs to be said, and you're fulfilling a vital social service, along with super-charging your self esteem!

The next time a toast, a summary to close a meeting, or a 'few words' to welcome a visitor are called for, perhaps it will be you leaping to your feet.

(For more on  the benefits of public speaking )

The one minute speech game

Do you teach public speaking, or lead a speaking group?

There is a superb impromptu speaking game, called surprisingly enough, One Minute Speeches, that I devised years ago for a bunch of 14–15-year-old students. It's been a firm favorite wherever I've taught it ever since.

Click One Minute Speeches to go to a page of 10 public speaking games. One-minute speeches is first on the page. You'll find all the instructions to play the game, plus two advanced variations. I promise you it's contagious good fun!

And if you like it, you can buy it. Everything you need to teach it is available as a download. That's instructions for all three games, hundreds of printable topics ... Follow the link to see: one minute speeches .☺

Download the printable speech outline template

Get started on your 1 minute speech right now. Click the link to download a printable speech outline template .  

Related pages

• How to banish impromptu speaking blues
• 150 impromptu public speaking topics 
• 11 themed topic lists for impromptu speaking
• Impromptu speaking topic cards to purchase, download and print  - a useful evergreen resource.
• Example impromptu speech outlines of 7 different structural formats each with a blank printable outline for your own use.

speaking out loud 

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