Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/2-1-2-learn-by-summarising

[Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Generative Learning - Seneca Certified](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified.md) › Learn by Summarising

# Learn by Summarising

CPD: Generative Learning (by Zoe & Mark Enser), topic 2.1.2

## The Case for Learning by Summarisation

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

### Wittrock's argument

![Wittrock's argument](https://image-v2.cdn.app.senecalearning.com/2018-08/efdc51d9-f712-4476-b400-7c2f0acfe754/graduation-college-university-education.jpg)

- 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](https://image-v2.cdn.app.senecalearning.com/courseImages/biology/Edexcel/1%20Cells/keys%20and%20locks.jpg)

- 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](https://image-v2.cdn.app.senecalearning.com/2020-02/3692076e-c9db-4362-8f15-c1b67c0fdd28/research-table-write-arm-paper-desk.jpg)

- 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](https://image-v2.cdn.app.senecalearning.com/2018-08/d7a48672-5053-48a4-8796-ebcc16dfc3b8/exam-students.jpg)

- 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.

### Direct teaching required

![Direct teaching required](https://image-v2.cdn.app.senecalearning.com/2018-04/7fc77e65-62cd-4935-8607-52377380a1bc/shutterstock_334942220.jpg)

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

### Adopting incorrect habits

![Adopting incorrect habits](https://image-v2.cdn.app.senecalearning.com/2019-08/db4ee614-ecc8-4585-8b1f-f8af7c15e51d/thoughts-.png)

- 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](https://image-v2.cdn.app.senecalearning.com/2018-09/e781b0f1-a0ff-476e-bd05-93f70803cc73/time-hourglass-.jpg)

- 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](https://image-v2.cdn.app.senecalearning.com/courseImages/physics/AQA%20New%20Modules/1.3.1/chalk%20board%20equals%20sign.jpg)

- 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.

## Test yourself on Learn by Summarising

- Summarising an effective generative approach because it 'forces students to engage with the generative strategies.' Whose argument is this?
- Why does summarisation help with comprehension abilities?
- Which of these is NOT involved in the summarisation process?
- Why might asking students to make many short summaries be detrimental?
- Select the incorrect statement about summarisation.

[Practise this topic for free](https://app.senecalearning.com/classroom/course/1fe06c82-131b-4c3c-908d-894226f6e845/section/7272dae1-8030-43de-8b47-33c3c5acd0c9/session)

- Previous topic: [2.1.1 What is a Summary?](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/2-1-1-what-is-a-summary.md)
- Next topic: [2.1.3 Summarisation at Work](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/2-1-3-summarisation-at-work.md)

## CPD: Generative Learning (by Zoe & Mark Enser) contents

### 1 Introduction
- 1.1 From Teaching to Learning
  - [1.1.1 Context in the Education Landscape 1](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/1-1-1-context-in-the-education-landscape-1.md)
  - [1.1.2 Context in the Education Landscape 2](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/1-1-2-context-in-the-education-landscape-2.md)

### 2 Summarising
- 2.1 Learning by Summarising
  - [2.1.1 What is a Summary?](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/2-1-1-what-is-a-summary.md)
  - [2.1.2 Learn by Summarising](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/2-1-2-learn-by-summarising.md)
  - [2.1.3 Summarisation at Work](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/2-1-3-summarisation-at-work.md)
  - [2.1.4 Case Study: Adam Riches](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/2-1-4-case-study-adam-riches.md)

### 3 Self-Testing
- 3.1 Learning by Self-Testing
  - [3.1.1 Learning by Self-Testing](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/3-1-1-learning-by-self-testing.md)
  - [3.1.2 Case Study: Emma Smith](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/3-1-2-case-study-emma-smith.md)

### 4 Self-Explaining
- 4.1 Learning by Self-Explaining
  - [4.1.1 Learning by Self-Explaining](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/4-1-1-learning-by-self-explaining.md)
  - [4.1.2 Case Study: Ceridwen Eccles](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/4-1-2-case-study-ceridwen-eccles.md)