Academic writing

I have not written a thesis in the end of the Bachelor Course because I have done a Final Exam.
In the end of the Master Course I have written a thesis about “METHOD OF DISCUSSION
AND WORKING WITH GROUPS DURING CHEMISTRY LEARNING IN HIGH SCHOOL”.

Today, in all our schooling cycles, new teaching is being applied, which places the learner in the
center of learning, while the teacher is the organizer of the lesson and the leader. The teacher
guides the student to independently seek information and solve any problems. Student-centered
teaching is becoming increasingly widespread because it attaches greater importance to teaching
and learning in interaction and gives students more freedom.

A simple overview of my thesis was:

- Acknowledgments
- Abstract
- Introduction
- Chapter I : Review of literature
- Chapter II : Methodology used
- Conclusions
- Recommendations
- Annex
- Literature

Acknowledgments were to all those who with their support make it possible for me to carry out
the study, which I presented 4 years ago. Without their help, the publication would not been so
complete in its content and presentation. Above all, I always thank my family for the moral and
financial support that enabled me to continue my studies.

Abstract:

Historically the methods have evolved, changed, perfected and modernized in accordance with
social, economic and political developments. Discussion and group working methods serve to
develop organizational skills, to assimilate information through different learning methods, to
reinforce and estimate the group and him. I think that discussion and working methods in groups:

 Enable active participation of students and effective cooperation;

 Encourage critical thinking and improve the quality of work results;
 Creating a climate of mutual support;
 Developing concepts is done together in order to avoid individualized learning.

Student-centered learning techniques should be such as to take into account the child’s individual
level appropriate to their age, interests and psychological skills.
Introduction:

In the complex process of teaching, it is and remains a problem in the future to use the most
efficient methods of working with students. Teaching should be well thought out and well-
planned. The teachers in his activity use a variety of strategies, methods and teaching techniques
where the students interact in different ways of organization. Discussion and working methods in
groups create a learning environment in which is supported active learning. Also the use of
efficient methods affects the growth of quality in education.

The term quality in education is closely related to contemporary models or the different methods
and techniques used by teachers during the teaching process to achieve the learning objectives.
For this reason, many studies in the field of education have been undertaken today that show that
active involvement in the learning process helps to fix different materials but also to a deeper
understanding of the knowledge, as well as their active use.

Chapter I: Review of literature

In the first chapter i wrote about learning methods that have in the center the student.
Understanding the teaching methods, organization of classroom and promotion of discussion
groups, working group methods and the role of the participants in the discussion are the main
issues addressed in this chapter. Discussion and group discussion methods are important and are
intended to teach students the habits of long-term learning and develop critical thinking.
Discussion has a great influence on how students process information, solve problems and
cooperate with others. The more developed are students to have the skills of processing
information, collaboration, writing, reading, the more they will be able to make writings where
their views and attitudes can be faded around different concepts or issues.

The teaching discussion creates the opportunity to establish a better connection between
individual and collective study. Students during the discussion process by correcting and
clarifying each other’s opinions reach more accurate conclusions. Usually the teaching
discussion is used by teachers in rehearsal or reinforcement hours, where the teacher controls the
knowledge of students. Through the discussions the student’s abilities emerge. Students are
encouraged to think and judge.

Many teachers in classroom use different ways of discussion. It is usually the teacher who is at
the center of the discussions that take place during the teaching. The teacher makes the questions
and the student answers. The teacher can address different students while he remains in the
center of the discussion. While in the student-centered discussion, the students are the ones who
run the discussion. A student takes the role of the leader, who leads the discussion group but the
discussion then flows from one student to another. During the study of the book “Understanding
Different” by Sylvia McNamara and Gill Moreton, I noticed that the structures of small groups
are: carousel, snow balls, zigzag groups, rainbow groups, aquariums. Some of the structure are:
 Carousel: students are organized in pairs and are asked to call
each other with initials or names of cardboard characters. With
their chairs formed around, and their partners are placed opposite
to create another circle. Children need to talk in a row. This is
one of structures of small groups.

Rainbow groups: is one another that i like,

where the teacher forms small groups
composed of 4 or 6 students and at first
students work with this special groups. The
teacher names each group by the name of the
rainbow colors, and then the students are
asked to form new groups.

The new groups are formed by students

named in different colors, so the new groups are formed with four
students named: red, yellow, green, blue. Students are given time to
prepare. Four groups are created, with six students to discuss the
topic. A new group is formed, consisting of one member of each
group, one of the red groups, one of the groups, one of the blue
group and one of the green groups.

Groups usually consist on students with different levels, to support

each other in many ways. The teacher should assign special roles to
each group member. Group formation can be based on the choice
made by students by getting friends with whom they like to work, take charge, or discuss issues
that will resolve together.

Most institutions in our society act on the principle “Two minds are better than one” and i agree.
Corporations and governments are run by teams that believe the idea that group decisions are
smarter and more efficient than those taken by a single individual. The role of the participants in
the discussion is also important.

Teacher roles are: expert in teaching, partner in communication and interaction in class,
organizer, motivational, leader, management, consultant, and assessor.

Student roles are: leader, planner, management, argumentative, judgmental, operative, organizer,
and assessor.
Chapter II: Methodology used

In my study i have maintained a fair relationship between theoretical problem handling and
practical data by reflecting on concrete models. This consists in the careful use of the necessary
literature and the introduction of some models of the daily plan of the teacher.

Three methods were used for the realization of the thesis: examination of official and unofficial
documents, survey of interviews and analysis and comparison of different texts of chemistry with
each other. I have collected the material myself by interviewing students, parents and teachers.
The method of interview with old teachers, conversations with students of different classes about
the usefulness of the working method in groups gave me the opportunity to expand the subject
with new elements. I have discussed with colleagues, parents, students about the problems that
appear during the teaching. The questionnaire had questions like:

1) Does the teacher develop group work activities?

2) Do you like the method of discussion and group work?

3) Do you consult with your friends about the homework that the teacher provides?

Interviewers should choose one of the answers: a) always; b) sometimes; c) never.

According to the answers to the questionnaires and the interviews it is seen that teachers have
recently conducted activities in which they use the method of discussion and group work.
Students also claimed that and admitted that they liked the method of discussion.

To draw my conclusions i was based on the analysis of some text of chemistry and their
comparison with each other. I have analyzed each text to see where discussion and group work
are available, if the books have a certain section for group work.

Conclusions:

1. Student-centered learning: it is the lesson that is active, interactive, and reflective.

2. Discussion is an opportunity given to students to practice thinking, to present their own

opinions, and to get an assessment of their work.

3. Teachers claim that the method of discussion is realized more often than the method of
working with groups. The working method with groups is realized during repetition hours, or in
extracurricular activities.

4. Working group methods: provide active participation of students; effective cooperation;

encourage critical thinking; improve the quality of work results; develop self-confidence;
develop a sense of responsibility; develop a sense of cooperation.
 Recommendations:

The teacher should constantly draw students into appropriate experiences that support their
intellectual, social and personal development. Students during classroom activities gain space
and opportunity to play, think, compare, ask questions, transform, introduce. All this happens
through joint activities with the teacher and the student. It is important that the process of
discussion is carried out in a “transparent” environment, so i recommend that the teacher create
an atmosphere where: promotes confidence in yourself, point the individual nature of learning,
make known to students that it is normal to make mistakes, make students feel respected and
welcome.

Literature:

 QTKA, Mësimdhënia me në qendër nxënësin, Tiranë, Dhjetor, 2005

 Instituti i Studimeve Pedagogjike, Administrimi dhe Menaxhimi i Arsimit, Nënë Tereza,

Vëllimi 1, Nr 1, Dhjetor,2000

 Intereactivity Foundation, Guidë për diskutimet me në qendër studentin, Nëntor, 2012

 Zwiers, J, Zhvillimi i shprehive të të menduarit në shkollë, CDE

 McNamara, S, Moreton, G, Understanding being different, David Fulton Publishers, London

 B. Earl Glasgow, Chemistry Data Book, 1991

 N. E. Kumenko, Naçalla kimii, Moskva, 2007

 http://www.interactivityfoundation.org/wp-content/uploads/2011/03/Metodat-e-
Mesimdhenies.pdf

http://www.interactivityfoundation.org/wp-content/uploads/2012/10/Albanian-Guidebook-for-
Student-Centered-Classroom-Discussions.pdf

 http://www.wus-austria.org/files/docs/Tool-kit_Final_Albanian.pdf

 http://www.fsash-spash.com/Non-form-educ-manual.pdf