| This research was designed with simplicity and speed in mind. The group was given a time frame of approximately two and a half days to design research, collect and analyze data, and complete a thorough write up and presentation. This is not so unlike what we ask of our students in science classes. | |
| Topic selection and experimental design was the group priority, so very specific measures were taken to select and quickly narrow down a topic. The strategy used is called "50 Questions." Before groups were designated, time was given for individual reflection on the Costa Rican experience. During that time, each team member attempted to ask questions about things they had seen and wanted more information on. Members then individually narrowed the topic by crossing out unrealistic questions based on time restraints and lack of equipment. Finally individuals were grouped, everyone had the opportunity to share their ideas, and the group continued to narrow the topic until consensus was met. |  Group Planning Session |
Middle or high school students may need more teacher guidance in the narrowing down and decision processes. After choosing a valid topic, we began to design our research. All members had an opportunity to voice their opinions in a non-threatening, open minded environment. Visual and kinesthetic learning styles were the focus as we drew different transect line options and planned our trail hikes. Another important aspect of the team’s planning was that it was done in a comfortable, cool area that was agreed upon by the group. By doing so, the climate was conducive for positive attitudes and high productivity. Positive climate is such an important but very often overlooked aspect of a productive classroom. Teachers don’t enjoy working in unpleasant physical and mental conditions, yet we expect our students to deal with them. We, as teachers, should make every attempt to maintain a positive learning climate in our classrooms. Upon completion of the data collection, each member of the team jumped into a different role of the presentation and formal write up. This was especially effective in speeding up the process in order to meet deadlines. If necessary students can select or be assigned roles in their cooperative learning groups to it give every person in the group ownership and allows for personal expertise. It would also be wise to gain student "buy-in" by allowing them to design assessment tools such as rubrics. Before the "game" of 50 questions was ever played, the entire team was encouraged to contribute to the development of a rubric by which overall group dynamics and experimental design could be assessed. This also is a remarkably effective way for students to retain ownership and accountability. In closing, as teachers, we are the purveyors of support for our student’s creative thinking process. It is our responsibility to take this role seriously and give ample opportunity for creative thinking to take place. We also must consciously provide this support in a positive manner, thereby empowering our students to be the best they can be. |
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