Learners are asked to summarize a given topic within the constraints of a single, informative, and grammatically correct sentence. To do so, students identify the important answers to the questions who, what, where, when, why, and how and then condense this information into one sentence for easier recall.
Co-Curricular (experiences outside of the formal classroom but contribute to student learning) Please contact us at activelearning@uga.edu with an example to include!
Universal Design for Active Learning
Universal Design for Active Learning UDL and active learning share a common goal: centering all students in the learning experience. When designing an activity, UDL‑informed instructors consider how the activity could be open to all students while preserving the core learning goal.
Physical Considerations If handwriting is not required, allow students to type their summary.
Timing & Pacing Provide more time than the activity appears to require — synthesis into one sentence involves significant cognitive compression. Provide extended time for the whole class.
Social Interaction Allow private drafting before sharing. Use pair discussion as a lower-stakes step before whole-class sharing.
Information Accessibility Allowing students reference to notes or key terms may keep the focus on synthesis, over recall.
Ways to Participate/Express Allow submission in writing, typed, or verbally recorded.
Arifin, L. R. (2020). The Use Of Title, Heading, Introduction, Every First Sentence, Visual, Ending, and Summary (Thieves) Strategy to Improve Reading Comprehension Ability at The Eighth Graders of SMP N 2 Way Jepara (Doctoral dissertation, IAIN Metro): https://repository.metrouniv.ac.id/id/eprint/1491/
Idris, N., Baba, S., & Abdullah, R. (2011). Identifying students’ summary writing strategies using summary sentence decomposition algorithm. Malaysian Journal of Computer Science, 24(4), 180-194: https://mojem.um.edu.my/index.php/MJCS/article/view/6580
