Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-generative-learning-seneca-certified/2-1-4-case-study-adam-riches [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) › Case Study: Adam Riches # Case Study: Adam Riches CPD: Generative Learning (by Zoe & Mark Enser), topic 2.1.4 ## Case Study of Learning by Summarising Adam Riches is an assistant principal and the author of 'Teach Smarter.' He taught his pupils to use a strategy for summarising. ### Personal background ![Personal background](https://image-v2.cdn.app.senecalearning.com/2019-03/9bf5253e-cbd0-4bb1-b7e9-b7837d240e53/-book--min.jpg) - Riches first adopted Cornell note-taking during university. - This method was meant to help him condense his notes into a succinct and formulated revision tool. ### Observations ![Observations](https://image-v2.cdn.app.senecalearning.com/2019-04/9bd949f2-eea6-405f-a50b-ae94f498df3a/tail-cat.jpeg) - Riches found that there was a common assumption that students knew how to take notes. - In reality, many had no idea how to make non-general notes. - He observed that many students, when asked to revise without instruction, tend to write down everything, making the information harder to access and rendering their note-taking process passive. ### Solution ![Solution](https://image-v2.cdn.app.senecalearning.com/2018-08/3a58cded-1054-4a95-869f-5b12015aa44e/writer-typewriter.jpg) - Riches taught his year 10s Cornell note-taking in order to combat the general note-taking habits. ## Case Study of Learning by Summarisation: Outcomes After teaching his students the Cornell note-taking method, Adam Riches observed many positive effects. ### Riches' approach ![Riches' approach](https://image-v2.cdn.app.senecalearning.com/2018-08/3a58cded-1054-4a95-869f-5b12015aa44e/writer-typewriter.jpg) - Riches adopted the idea of breaking a note-taking page up so that it includes: - A clear title - A column for key points/key ideas - A column for notes - A summary box at the end of the sheet ### Riches' guidance ![Riches' guidance](https://image-v2.cdn.app.senecalearning.com/2019-07/5120d1a7-7e28-443f-baea-434aa612d825/write-593333_1920.jpg) - Riches discouraged students from taking pages and pages of such notes. - He also discouraged the use of full sentences. - He stressed the importance of the summary box. - He provided his own work as a model at first, scaffolding his students' uptake of the Cornell note-taking technique. ### Outcomes ![Outcomes](https://image-v2.cdn.app.senecalearning.com/2019-07/c9aee741-35ec-4de8-b209-af944215163d/success-2081167__340.jpg) - Cornell note-taking proved especially good at engaging students with video-based resources, audio resources and texts. - It added clarity and logic to new learning materials. - It allowed for more efficient independent study as students became more confident about tackling taught content. ### Surprise bonus ![Surprise bonus](https://image-v2.cdn.app.senecalearning.com/2018-09/1c79e9af-71c0-4058-9b1c-7f2a44b4806e/children-success-win-laptop-.jpg) - The summary box was also helpful for teachers. - It helped reduced the marking workload as it provided a quick, clear window into students' understandings of the taught material. - Any misunderstandings could easily be highlighted or identified via the summary. ## Test yourself on Case Study: Adam Riches - What type of note-taking does Riches introduce to his students? - What are the key characteristics of Cornell note-taking? - What was the general outcome of Riches' case study? - Which group would surprisingly benefit from students adopting the Cornwall note-taking method? [Practise this topic for free](https://app.senecalearning.com/classroom/course/1fe06c82-131b-4c3c-908d-894226f6e845/section/1cee0277-66e5-48f4-bce5-e188724cd901/session) - Previous 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) - Next topic: [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) ## 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)