2.1.2
Learn by Summarising
The Case for Learning by Summarisation
The Case for Learning by Summarisation
Summarisation has been shown to boost students' learning and retention.


Wittrock's argument
Wittrock's argument
- Wittrock (1974, 1989) considers summarising an effective generative approach because it 'forces students to engage with the generative strategies.'
- Such strategies enable deeper learning.


Generative strategies
Generative strategies
- Engaging with generative strategies involves:
- Extracting key information.
- Making links and associations with both new and old materials.
- The process of summarising short sections of learning has been hypothesised to support students' ability to select key information.


Supporting evidence
Supporting evidence
- Studies by Bretzng and Kulavy (1979) and Craik and Lockhart (1972) have indicated that summarisation helps with comprehension abilities.
- This is due to the nature of summarising where it requires individuals to manipulate the material to form cohesive summaries.


Peper and Meyer
Peper and Meyer
- Peper and Meyer's study examined the relationship between note-taking, summary and learning outcomes.
- They found that students who took notes and summarised performed 10-15% better than those who only took notes.
- Students who summarised also performed 13-17% better in recalling the material.
Potential Limitations
Potential Limitations
Using summary as a learning strategy comes with its set of potential pitfalls.


Direct teaching required
Direct teaching required
- If teachers do not devote enough time to teaching meaningful summarisation, the outcome may not be as successful.


Adopting incorrect habits
Adopting incorrect habits
- Students may struggle to create a successful summary without specific instruction.
- They may employ wrong practices, such as failing to omit irrelevant information or copying points word-for-word.
- Such forms of summary will not engage with cognitive processes and support long-term memory.


Large time investment
Large time investment
- The time required to invest in the summary learning strategy could outweigh its potential benefits.
- The level of investment required may even make this strategy impractical in some contexts.
- Dunlosky et al. rated summarisation as low utility in comparison to other learning strategies.


Not all equal
Not all equal
- Students who are frequently asked to make short summaries may feel less motivated to 'think hard' about their learning materials.
- Using longer summaries infrequently may be better as it encourages students to expend more effort in tackling a longer sequence.
1Introduction
1.1From Teaching to Learning
2Summarising
2.1Learning by Summarising
3Self-Testing
3.1Learning by Self-Testing
4Self-Explaining
4.1Learning by Self-Explaining
Jump to other topics
1Introduction
1.1From Teaching to Learning
2Summarising
2.1Learning by Summarising
3Self-Testing
3.1Learning by Self-Testing
4Self-Explaining
4.1Learning by Self-Explaining
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