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Figure 2-Luminosity Figure 3-Soil Temp Figure 4- Air_Temp Figure 5-Humidity Table 1
Classroom Applications
Being that time was definitely of the essence, we designed
our research to be completed quickly, efficiently, and in one day. Our
group was given a time frame of approximately two days to design research,
collect and analyze data and complete a thorough paper illustrating our work.
Therefore we immediately jumped into action and began. Being that many of
us teach in settings where we have strict time constraints, this pressure is not
unlike what our students face in the classroom.
To determine our project topic, the entire group utilized a
variation of the strategy called 50 questions. First, individuals
were given the opportunity to isolate themselves in the rainforest in order to
reflect on the Costa Rican experience. Each team member attempted to ask
questions about things they had seen or heard, and were interested in knowing
more. We then individually narrowed our inquiries to topics that could be
feasibly researched. Finally, individuals were grouped. Rather than
placing ourselves in random groups in which to work, we formed what are known as
affinity groups. Each member chose a topic in which he or she was most
interested in, and then those topics were grouped together similarly. For
example, our group focus was on abiotic environmental factors, and we decided to
center on the effect of light intensity. Other topics included animals
leaf cutter ants and mammal usage of man made trails, and plants bromeliads.
By using this variation in a middle or high school classroom, all students have
the opportunity for individual reflection, and for the sharing of their personal
ideas. Once placed in the affinity groups, each member can then tie in
their personal interest if applicable.
After being placed in our affinity group we got right to
work by planning our experimental design and presentation. All members had
an opportunity to voice their opinions in a non-threatening, and open-minded
environment. A very helpful aspect of our planning was that we were able
to sit down in a comfortable area to popcorn our ideas. By doing so,
we were empowering ourselves to maintain positive attitudes and high
productivity. In our classrooms, it is also important to maintain positive
learning climates for our students. We can not expect them to perform at
their highest capabilities if we do not give them the tools to do so. This
includes maintaining a comfortable place to learn.
While three members of the
group; Dorothy, Rafael, and Curtis ventured out into the forest to collect data,
Julia began work researching the LaSelva library and setting up the written
document and presentation. By using this strategy we were able to maximize
our time and energy. This is also effective in cooperative learning
situations in that all students are actively participating and managing time
positively.
Upon completion of the data collection, each member again rose to the occasion by working on a different aspect of the formal write up. Dorothy worked on data charts and graphs on Microsoft Excel, while Curtis proofread the previous writing that Julia had done. This was especially effective in speeding up the process to meet our deadline. This strategy can also be applied to the classroom in several ways. In the regular setting, students can be assigned roles by the teacher by way of numbering off or by drawing out of a hat. In advance or gifted classes, students can choose to assign themselves to a role if that role can be agreed upon by the entire cooperative group in consensus.
It is wise to gain student buy in to projects by
allowing them to collaborate with the teacher on how they should be assessed.
Our group designed a rubric by which our projects would be scored based on what
we thought was appropriate assessment indicators. Because of this rubric,
we feel genuine ownership and pride in what we have designed.
In closing, as teachers, we must continue to strive to
challenge our students in ways that are positive and nourishing. It is not
only our job to teach them our subjects, but also to allow them room to grow
into young thinkers who are capable of leading this world in a positive
direction in the next generation. Whether we know it or not, we are the
guidance of their successes, and we should definitely take that role seriously.