Minute Paper / Muddiest Point (classroom)

• To facilitate students’ recall of content they have learned,
• To help them self-assess their understanding of the material,
• To focus, collect, and organize their thoughts around a topic before a discussion, or
• To discover which points students are having difficulty understanding to guide further instruction.

• No special requirements for this approach. 

The following workflow is meant as guidance for how you can facilitate a Minute Paper/Muddiest Point active learning activity within a classroom.

Pre-Class

• Identify a concept in a lecture, article, video, or a gap in knowledge identified through a prior activity (e.g., quiz or online discussion).
• Craft a question to which students will respond in class. The question should be difficult enough to elect careful thought or reflection, but not too difficult that the response would not fit on a half-sheet of paper. Try to answer the question yourself.
• Decide when the activity will take place (beginning, middle, or end of the class).
• Plan to set aside five to ten minutes of class for this activity, as well as time later to discuss the results.

In-Class

• Introduce the activity by presenting the question to which students will respond.
• Let students know how much time they have to complete the activity (usually two to five minutes is sufficient). Explain the kind of answers you want (words, phrases, or short sentences), and how you will use the information, and when they can expect your feedback.

Post-Class

• If collected, review papers.
• Discuss the results of the activity at the next class meeting. 

• The wearing of masks by students (particularly in large lecture halls) may make it difficult for students to hear one another when they are asked to speak. All classrooms that are large enough to normally require a microphone already have a microphone system with a communal clip-on pickup element. Further information about the availability of additional clip-on or headset microphone elements will be coming soon. View the instructions and short videos below to assist with the use of the microphones and the portable systems:
  • Using the PGA31 Headset Microphone with an AV Presentation System
  • Using the Bietrun Wireless Headset Microphone (or alternative brand) with the ION Arena Portable Speaker
  • Using the Giecy Portable Voice Amplifier (alternative)

• Using Top Hat Discussion Question Types
• Creating A Document Template in Google Docs
• Using Google Docs Chat Feature to Collaborate
• Using Google Forms to Solicit Student Reflections
• Using Breakout Rooms in Zoom

Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: a Handbook for College Teachers. Jossey-Bass, 1993. pp. 148-158.