Chairperson, Graduate Committee: Peggy Taylor.Conner, Sarah Marie2013-06-252013-06-252011https://scholarworks.montana.edu/handle/1/1097In 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.enCognitive psychologyStudent-centered learningTeaching demonstrationsProfessional PaperCopyright 2011 by Sarah Marie Conner