2.1.2

Learn by Summarising

Test yourself

The Case for Learning by Summarisation

Summarisation has been shown to boost students' learning and retention.

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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.
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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.
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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.
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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

Using summary as a learning strategy comes with its set of potential pitfalls.

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Direct teaching required

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

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