Teaching innovation in secondary schools in supporting study and text processing skills

The aim of this contribution is to describe an experience of didactic innovation
co-designed with secondary school teachers in order to stimulate the activation
of less motivated students and to improve their study skills and comprehension
of written texts. This study recognises the importance of supporting the pro-
fessional capacity of teachers in terms of their ability to create functional, in-
novative learning environments capable of reaching even the most disadvan-
taged students. The rationale for the intervention method was as follows: con-
vergence in the identification of objectives to be improved in secondary school
students; identification of an eclectic but sustainable methodology that could
be applied to multiple subject contexts. The experiment aims to investigate the
sustainability of the proposed methodology over time and to monitor its effec-
tiveness. It is hypothesised that there will be a significant improvement in com-
prehension and summary production, with a more pronounced improvement for
low-achieving students, and at the same time progress for all students in terms
of an active attitude towards academic texts and discourse.