Deeper Reading Strategies

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Senga White

Activities and lessons to promote deeper reading for secondary school students

Education

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Contact details:
Email: sengaw@windowslive.com
Twitter: @motherofwinter
Website: sengawhite.nz
tertiaryprep.nz
Presentation by: Senga White

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The document discusses the Tertiary Prep Programme, which aims to support students' development of independent learning skills and critical thinking in order to better prepare them for academic study at a tertiary level by highlighting skills like managing self, research, information, and study. Research identified a gap between secondary and tertiary education in terms of literacy and learning environments. The programme provides flexible tutorial sessions to support students in taking responsibility for their own learning.

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1. The document outlines the steps to take when researching options for ordering pizza for a family celebration. 2. It provides questions to consider, such as how many people, pizza types, delivery vs pickup, deals, and pizza quality. Methods to find answers are also listed, like websites, phone calls, ads. 3. More questions are then listed to help determine the best option, like price, toppings, and reputation. The document concludes by going through the ordering and eating process, then reflecting on the research steps used.

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The document describes the Tertiary Prep Programme, which provides flexible tutorial sessions to support students' transition from secondary to tertiary education. It focuses on developing independent learning skills and critical thinking. The program covers five key areas: managing self, research, information, resources, and study. Each area is a separate session that teaches skills like time management, research strategies, note-taking, and exam preparation. The program was developed based on research finding gaps in students' literacy and independent learning abilities between secondary and tertiary education. It aims to better prepare students and increase communication between educational sectors.

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