INDEX
N0

CONTENTS

1

1. Introduction …………………………………………..
1.1. The reason for choosing the topic……………………..
1.2. The purpose of research……………………………….
1.3. Study subjects………………………………………….
1.4. Research Methodology………………………………..

2
2
3
3
3

2

2. Contents of the initiative experience ………………..
2.1. Rationale of the initiative experience ……………….
2.2. Situation of the problem before applying the initiative
experience…………………………………
2.3. The solutions were used to solve the problem…….
2.4. The effect of initiative experience for educational
activities, with myself, the colleagues and the school……
2.5. Results after applying the initiative …………….

4

aspects, in which the most significant is innovation in teaching methods in schools.
Innovation on one-way communication method to active teaching method. But how to
reform and how to be effective are still difficult problems. One of the most focused
methods is to organize learning in groups for students.
On the other hand, in mordern times, when science and technology are
developing, the requirement of teamwork is more necessary than ever. Simply because
no one is perfect, teamwork can focus the strengths of each person and complement
and perfect others’ weaknesses. Group teaching is one of the teaching methods that
promotes students' positivity.
Teaching to learn in groups is also called in different names such as:
Collaborative working, studying in small group, in which the class is divided into
small groups, within a limited time, each group does their learning tasks by
themselves on the basis of work assignment and cooperation. The working results of
the group are then presented and evaluated before the whole class.
Group teaching enhances interaction among team members
This is the major element of group activity, usually in the form of "face to face". It has
positive effects on learners such as:
- Enhancing learning motivation, creating new interests
- Stimulating communication, sharing thoughts, resources and ways to solve problems
- Strengthening expressive and feedback skills by expressive forms such as words,
gestures ...
- Encourage all the participants to learn from each other's experiences, develop close
and caring relationships with each other
Through group activities, developping communication skills and social
ones.These are communication skills such as waiting for turns; summarizing and
processing information; knowing how to build trust such as expressing support
through smiling eyes, asking for explanations, help and willingness to help; ability to
resolve disagreements such as restraining anger, not offending others when disagreeing
The use of methods to learn in groups in teaching for teachers is not new
because from the beginning of the implementation of program innovation, teachers

3


As we all know teamwork is not a new activity. Since ancient times our
grandparents have learned experiences through collective activities:
“Together we can change the world”
Thus, essentially the group activities in learning is to bring the social
cooperation model into the school, making students familiar with the assignment in
labor. With the characteristics of physiological and cognitive levels of students, the
organization of group cooperation in learning activities is very convenient. This can be
done easily and bring high efficiency in the process of teaching in high school even in
all different circumstances (urban or rural, deep-lying, remote areas ...).
And in fact, before textbooks were only a presentation of the knowledge
available for students to answer the questions that teachers gave the class to memorize
knowledge and to test. Currently, textbooks are compiled in the direction of innovation
and communication in order to bring good conditions for teachers so that they can
organize students to study voluntarily, actively and independently.
In addition to providing knowledge, the new textbooks also focuses on the
process that leads to knowledge, how to work, and forms of activities to self-discover
and comprehend that knowledge. Thus, the ability to use the organization in groups
should be more focused. Therefore, in each lesson, normally the learner has to go
through the activities: start up the problem; forming lesson knowledge; systematize
knowledge and practice; apply knowledge into practice and explore and expand.
So, through group learning, they can express themselves, to raise themselves to
a new level. In particular, through group activities, helping students form important
skills such as organization, effective communication, cooperation and more important
leadership skills.
However, in fact, many teachers are still not boldly applying group working
method to students. This situation has many causes, in which I would like to mention a
few main reasons such as:


Sts’
number
42
42
40
41

Very
much
SL
%
0
0
0
0
0
0
0
0

Much
SL
1
2
1
1

%
2,4

2.3. The solutions were used to solve the problem.
2.3.1. Forming learning teams
For group activities to be really effective, teachers should learn in the beginning
how to classify students on the basis of awareness, competence, circumstances and
qualities as a premise for grouping.
When grouping, 6-8 students can be selected in a group to be suitable for the
conditions of the class; Arrange members into a group so that the group members can
be as diverse as possible.
The effective group is a group whose members possess diverse capacities:
High, medium and low cognitive ability, diverse in composition, economic conditions,
living environment ... With such groups, each issue to be addressed will contain a more
comprehensive consideration.
In the first phase, teachers try to achieve the following requirements: Each group
has a leader who has the ability to operate (which will alternately change later), with
one member of the learning committee. If possible, have enough members of the
board, balance the number of men and women in the group; 2 pairs of tablemates can
help each other improve.
2.3.2. Assign tasks to team members
Team members need clear roles and roles. After each group activity, the
members need to change roles for each other, avoiding the situation that each member
only plays a role for too long. The role of members in a group includes:
- Leader: The person who receives the task from the teacher, runs the group's
activities, clearly explains the group's operational tasks, summarizes, examines the
understanding of the group's issues of exchange and agreement, building a warm
atmosphere, resolving "conflicts" during group activities, being on behalf of the group
to contact teachers and asking for help.
With this role, students need more capacity, especially the ability to manage,
supervise and guide you. The leader works in the group as a teacher of a small class
- Secretary: Record, summarize all opinions, summarize ideas, and discuss with the
team members, comment on the assigned tasks of the group, record your progress to

presentation, summarizing the group's ideas at the end of the discussion.
Step 4: Representatives of the groups present the group's work results. Other groups
contributed ideas and participated in the debate.
In order for the reporter to present clearly the results of the group's work, the group
must organize the training first, then they will give a hypothetical situation when your
group expresses their opinions to prepare the painting plans. comment. Teachers need
to anticipate student response situations in order to handle conclusions well.
Step 5: The teacher summarizes and draws conclusions about the given topic.
Before presenting to the group representative, the teacher should raise the issue
so that the whole class can concentrate on listening. Must give students a habit of
listening and encouraging them to give specific comments or additional comments to
the content of the group you just presented. The higher is the practice for students to
ask questions, ask questions to create critical situations.
The teacher instructs the students to alternately change the reporter in the
group. Initially, students with fluent presentation skills will report the results, then
circulate so that every child will be presented, in order to forge the children to present
in front of the crowd, to help them boldly, More confident in communication.
The comment of the group's working process should not be passed, roughly.
The more specific statements made, the more experience students gain in the following
activities. The necessary comment criteria must be: Spiritual attitude of the members
during the discussion process. Results of performing assigned tasks. Skills show
results or explanation of questions before class. The rotation in the group.
2.3.4 The role of teachers in group activities
6


Provide challenging tasks and create conditions for the team to complete the
task.Consider grouping, changing groups, creating new groups to ensure 2 safety and
challenges in group activities.
Manage group activities (observe group activities, support and guidance when

each group work. With this method to prevent students from being able to work
through the speaker, in the form of, without the monitoring of teachers, some children
are weak, passive and do not tolerate brainstorming, thinking, or memorizing rote not
expressing their opinions in contrast to those who are agile, they decide the problem
without discussion in the group. Therefore, to ensure that all students participate
actively in working on one side, I encourage them to encourage them, especially those
who are shy, to assign tasks to the group leader to manage and monitor assignments.
working group members. When assigning tasks to groups, I often observe, if I see that
they work hard and enthusiastically, I can be assured, if they work in a low or shy,
embarrassing way, I give them instructions and suggestions. I, avoid interfering too
deeply.
7


On the other hand, always let the groups compete with each other through the
work transcripts between groups, during the process of group activities, the group that
does the good work without noise without the members working separately will be
given points and on the contrary, the team leader will be responsible when there are
friends in the group who do not cooperate, to avoid the fast-working group waiting to
be born, to talk, doing my own work for the group leaders can choose cross-check
groups or exchange More information related to lessons from other groups.
The students who are not good according to the lesson I can form a group and
become members of their own group and can alternate with good students to be the
leader for my role and I observe the groups work.
As long as the tables and chairs are not suitable, they are cumbersome and do not
spend much time when organizing group activities, I often let the children work in a
fixed group, the table turns down to the table below. In order for the children not to be
bored, change their seats once a month so they have the opportunity to interact and
work with other friends without being bored.
In terms of themes, I would not say more about the effects of forming learning team in

English at Ha Trung High school, specifically for grades 10 and 11 which I use
projectors and handouts. My lessons gave them the excitement, passion for English,
even if they are good students as well as weak students. It was thanks to this that the
quality of my teaching comes up positive each year.
So, let me share solutions to design some classes that I have done successfully
and efficiently as follows:
In the process of teaching, I myself took over the 10 and 11 grades. With the
awareness of research of the characteristics of the students' learning situation, I have
made experiments and had some findings. From the beginning of the school year, I
myself have made a specific plan and method to actively investigate the learning
situation of students in my classes. Through the investigation, I realized that most of
the children are not excited about group activities, group activity skills. The survey
results on the level of excitement for their group activities are as follows:
Class
10B
10D
11H
11K

Sts’
number
42
42
40
41

Very
much
SL
%

33,3
45,2
45,0
46,3

Not at all
SL
20
18
17
15

%
47,,6
42,8
42,5
36,6
12


2.4. The effect of initiative experience for educational activities, with myself, the
colleagues and the school.
After using this experience initiative I myself have achieved some very positive
results. First of all, these experiences are very suitable for the new textbook program.
Students are more interested in learning, actively creative to expand their knowledge,
and are also very flexible in implementing the tasks of acquiring knowledge and
developing skills. The class atmosphere is vivid and gentle. Students have the
opportunity to show themselves, no longer confused, anxious when attending the
classes. These are also the reasons for the relatively satisfactory results of the first
semester exams in the 2017-2018 school year:

13 32,5
12 29,2

A little
SL
%
9
21,4
14 33,3
12 30,0
11 26,8

Not at all
SL
%
10
23,8
9
21,4
8
20,0
10
24,5

However, this new method I have only practiced only for one semester, so I
don’t dare to confirm its feasibility. Therefore, I continue to apply in the second
semester, the 2017-2018 school year. After following the steps above, my results are
very positive. Specific results are as follows:
Class
10 B


A little
SL
%
4
9,52
4
9,5
3
7,3
4
9,8

Not at all
SL
%
1
2,5
2
4,7
2
5,2
1
2,4

And so, after two verifications and comparing the results of the application of
the new method, I boldly introduced my new method to my colleagues in the
professional group. With the results achieved, the colleagues in the group are very
supportive of my approach. And in the 2018-2019 school year, we have adopted it for
most grades. These days, it can be said that the quality of teaching English has

That is to say, if the English teacher with high qualifications in computing, we
can turn your lectures simple but full of vivid and beautiful images.
However, it should be said that, even if the effect that the electronic lesson plans
brings is very useful, but it does not mean that we can also teach every lesson by
learning team. Because there are some lessons which require individual ability,
creativity and presentation…
Finally, I want to say that the experience of working in groups in teaching
English that I share and I hope that they will help you teach better in near future.
Especially, when most of the materials are designed in the ways of preparing
electronic lectures. But, to apply effectively, teachers should incorporate appropriately
and have the concept of technical means mentioned above are the means of supporting
for teaching and we can not replace the main role of teacher in the class

14


3. Conclusion and requests
3.1. Conclusion.
The vast majority of students participate actively and enthusiastically in group
activities. They are alternately playing different roles in the group. After a period of
working in the group, many of them have grown up and after leaving school many
students participate in the monitor, party secretary, club leader at university, and other
leader positions in social organizations of universities This result is obviously shown
in:
- The vast majority of students are confident in communication as well as in
expressing opinions in public. They bravely raise their opinions. Especially on
the occasion of events needed to be discussed, they argue vigorously.
- The vast majority of skilled students organize an activity as a leader
As a leader, they know how to plan and assign tasks to each members of the
group.

15


Strengthening financial resources, reasonable expenditure savings for
procurement of equipment and modern teaching compassion, advised the local Party
and Ha Trung commune authorities in strengthening the additional classrooms and
remodel functional classrooms according to the standard criteria, These have been
recognized by senior leaders.
Allowing group activities to be organized within the classroom.
Allowing students to use information technology and Internet in the process of
organizing group activities
Principal’s confirmation :

Thanh Hoa, May 10th 2019
I assure this is my idea report, do not copy
others’ content
Written by

Mai Thi Xuan

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REFERENCES
1. Common methods of teaching to learn in groups – 123 doc, Google, 2019.
2. The design and use of team working skills –, Google, 2019.
3. Working in groups in education and presentations - Google, 2019.
4. Book English 10 - Vietnam Education Publishing House, 2008.
5. Book English 11 - Vietnam Education Publishing House, 2008.
6. Guiding the work of writing initiative experience of superior, education and training

Đề tài “ Solutions to improve
the quality of teaching English
through games designed in
powerpoint in the grade 10,11 at
Ha Trung High School”
Đề tài “ Solutions to improve
the quality of teaching English
through games designed in
powerpoint in the grade 10,11 at
Ha Trung High School”

Cấp đánh
giá xếp loại
(Phòng, Sở,
Tỉnh...)
Cấp Sở
Cấp Sở
Cấp Sở

Cấp Sở

Cấp Tỉnh

Kết quả
đánh giá
xếp loại
(A, B,
hoặc C)

Năm học đánh

STUDENTS’ WORKING IN GROUPS IN THE GRADE 10, 11
AT HA TRUNG HIGH SCHOOL”

Full name : Mai Thị Xuan
Position :
Teacher
Subject :
English.

19


THANH HOA, 2019

20