Biotechnology Although this approach is essentially my own creation, it is actually a compilation of ideas from exposure to many sources. Further mention is due Thomas Armstrong for his book, Multiple Intelligences. Most students show little or no interest in education, unaware of the role it plays in their personal, vocational and political future. This technique allows for efficient coverage that simultaneously compels students to see the practical scientific connections in our world and share those with others.
Students respond well to things they perceive as relevant.
Doing presentations well requires many skills, such as how to plan ahead, work in a group, how to gather and assess information, etc. These must be taught separately from, and prior to the beginning of, the presentation unit because it is too difficult to learn both new content and new skills simultaneously. Once the required skills become second nature, the students will be competent enough to apply them to scientific content. Once this has been done, let the students discuss what was good and bad about these presentations, and develop requirements and a scoring rubric for the next set, the real ones. Students tend to adhere more closely to requirements they generate themselves.