What impact do student-led demonstrations versus teacher-led demonstrations have on the retention rate of AP biology students?

Abstract

In this investigation strategies were implemented with the purpose of improving student engagement and learning in the biology classroom. I investigated whether or not a student-led demonstration versus a teacher-led demonstration had an impact on the retention rate of AP biology students. A progressive Bloom's Taxonomy technique was used in accordance with a student-led demonstration. I believe that because of the student-led demonstrations and a progressive Bloom's Taxonomy technique, students reached a higher level of Bloom's Taxonomy, became self-sustained critical thinkers, and in turn supported their own higher level thinking. This led to an understanding of a topic and long term memory recognition. The participating student had a positive affect on him/herself, the teacher and also my colleagues.