{"id":213,"date":"2018-08-06T15:20:15","date_gmt":"2018-08-06T15:20:15","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=213"},"modified":"2018-10-08T11:25:48","modified_gmt":"2018-10-08T11:25:48","slug":"minute-paper","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/opportunities-for-low-stakes-practice\/minute-paper\/","title":{"rendered":"Minute paper"},"content":{"rendered":"<h2><strong>What is it?<\/strong><\/h2>\n<p>The minute paper, usually associated with physics professor <strong>Charles Schwartz<\/strong>, is a simple form given to students to assess the extent of their knowledge about a topic or concept, or the contents of a lecture. Usually the form involves students organising their thinking by <strong>summarising or ranking major points of the lecture,<\/strong> and\/or a<strong>sking a key question about something<\/strong>. It fosters deeper learning because they only have one minute to summarise the key points of a lecture in their own words, hence cannot rote-learn or regurgitate.<\/p>\n<h2><strong>Why would I use it? <\/strong><\/h2>\n<ul>\n<li>It can form part of a <strong>diagnostic assessment<\/strong> in order to determine whether students have understood the topic. It therefore is a form of feedback to the teacher about aspects of a topic or the lecture that have been misunderstood without waiting for mid-term evaluations and surveys. It can also highlight any misunderstandings of your teaching style and rationale, which you can then discuss with students <a href=\"http:\/\/www.psy.gla.ac.uk\/~steve\/resources\/tactics\/minute.html\">(Draper, 2003)<\/a>.<\/li>\n<li>It is useful to foster student\/teacher interaction and trust in large classes <a href=\"http:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/1469787405054237\">(Stead, 2005)<\/a>.<\/li>\n<li>The type of task set for the minute paper, and the medium, can be adapted to suit the teacher\u2019s needs and uses.<\/li>\n<\/ul>\n<h3>Known issues:<\/h3>\n<ul>\n<li><a href=\"https:\/\/search.proquest.com\/docview\/210896727?pq-origsite=gscholar\">Almer et al (1998)<\/a> suggest that if the minute paper is made anonymous, it will encourage students to be honest rather than telling the lecturer what the student thinks they want to hear.<\/li>\n<li>Although being able to summarise concisely is a key communication skill in academia,\u00a0 some lecturers <a href=\"http:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/1469787405054237\">(Stead, 2005)<\/a> felt that in lectures with more complex topics and debates, the minute paper could lead to students oversimplifying complex topics.<\/li>\n<\/ul>\n<h2><strong>How has it been used?<\/strong><\/h2>\n<p><em>Here are some examples of how to use the minute paper:\u00a0<\/em><\/p>\n<ul>\n<li>It can form part of an exam revision class<\/li>\n<li>It can be done at a point during a longer lecture to encourage student re-engagement if attention has been lost.<\/li>\n<li>It can provide a stimulus for an online discussion forum<\/li>\n<\/ul>\n<p>A\u00a0 short video description of its use can be found on the<a href=\"https:\/\/www.youtube.com\/watch?v=q4cysn88VCE\"> University of Michigan&#8217;s Centre for Learning and Teaching<\/a> website.<\/p>\n<p>More comprehensive overviews and suggestions for use are provided by <a href=\"http:\/\/www.psy.gla.ac.uk\/~steve\/resources\/tactics\/minute.html\">Draper (2006)<\/a> and\u00a0<a href=\"http:\/\/journals.sagepub.com\/doi\/abs\/10.1177\/1469787405054237\">Stead (2005).\u00a0<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/opportunities-for-low-stakes-practice\/minute-paper\/how-can-i-use-the-minute-paper\/\">How can I use the minute paper?\u00a0<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>What is it? The minute paper, usually associated with physics professor Charles Schwartz, is a simple form given to students to assess the extent of <a class=\"mh-excerpt-more\" href=\"https:\/\/blogs.kcl.ac.uk\/aflkings\/opportunities-for-low-stakes-practice\/minute-paper\/\" title=\"Minute paper\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":386,"featured_media":0,"parent":44,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-213","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/213","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/users\/386"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/comments?post=213"}],"version-history":[{"count":9,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/213\/revisions"}],"predecessor-version":[{"id":992,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/213\/revisions\/992"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/pages\/44"}],"wp:attachment":[{"href":"https:\/\/blogs.kcl.ac.uk\/aflkings\/wp-json\/wp\/v2\/media?parent=213"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}