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The Tarot of Teaching: Part 3

KU CEL
Dec 6, 20243 min read

By the Center for Engaged Learning


The Tarot of Teaching deck is a creative tool designed to enrich and energize the structure of a class period. It divides the flow of a lesson into three key stages, each represented by a different category of cards: Starting Our Journey (beginning of class), Along the Way (middle of class), and Reaching Our Destination (end of class). Each card within these categories offers a unique teaching tip aligned with its intended time in the class period, making each session more engaging, organized, and impactful. Need to catch up? Check out Part 1 and Part 2

 

Front side of Tarot of Teaching Card 3, depicting a hiker reaching a summit.

Category 3: Reaching Our Destination— Topic: Summit Snapshot


The Summit Snapshot is a version of the "one-minute paper," a simple yet effective teaching tool. In this activity, students are asked a question and given one minute to write their response. While a minute may seem short, try timing it—a full 60 seconds allows students to write more than you might expect! Though one-minute papers can be used at any point during a class, they are often employed at the end as a closing activity. Their versatility makes them a standout choice for fostering engagement and reflection.


Why One-Minute Papers Work

Simple Setup

One-minute papers require minimal preparation. At most, you need a blank sheet of paper. Many faculty keep scrap paper cut into halves or quarters ready to go. Alternatively, you can ask students to use their own notebook paper. If you're collecting the papers but want students to keep a copy, encourage them to snap a picture before turning it in.


Broad Applicability

These papers can address nearly any focus area:

  • Content Mastery: What was the most important thing you learned today about ___?

  • Application: How does this topic inform your analysis of our last case study/lab?

  • Connections: What are all the ways this topic links to previous lectures?

  • Metacognitive Skills: What is one question you have from today’s lecture, and how will you answer it before the next class?


Reverse side of Tarot of Teaching Card 3

Planned or Spontaneous

You can plan to end class with a structured one-minute paper question, incorporating it into your final slide for a seamless wrap-up. However, the beauty of this activity is its flexibility—it can also be implemented spontaneously. If students seem confused or fatigued during a lecture, simply say, "Take out a sheet of paper and answer this question: Which of the three components we discussed today do you think is most important and why?" Or, "Using your own words and without looking at your notes, define ___." This adaptability ensures you meet students where they are.



Optional Collection

With minimal preparation (e.g., having paper or notecards on hand), one-minute papers can serve as attendance or participation markers. However, it’s rarely efficient or fair to grade these responses for accuracy given the time constraints. Instead, they provide a quick "temperature check" on student understanding. Scanning the responses can offer valuable insights into areas where students excel or struggle. Even if you don't collect them, writing—interleaving material and requiring recall—promotes deep learning.


Closing the Loop

One-minute papers are ungraded and often unreturned, so students don’t expect individual feedback. However, they are a valuable resource for building community and motivation by fostering engagement. Consider providing group-level feedback in the next class:

  • "I noticed that about half the class missed this part of the definition—let’s review it together."

  • Post a follow-up resource (e.g., a video or article) in your course management system, noting that it addresses common questions from the activity.

  • Highlight and praise strong responses: "Jake made an excellent connection to a news story that illustrated this concept beautifully."

These strategies not only help clarify misconceptions but also model high-level thinking and writing for all students.

 

Resources


© 2023 Kutztown University Center for Engaged Learning

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