Dynamic learning comes in through regular in-class activities. These follow a mini-lecture giving students an instantaneous chance to add new facts in their prevailing base of wisdom. Active learning emphasizes on the major concepts learnt in the lecture and facilitates group learning which enables direct argument of general misconceptions. Assessment involves in-class events, evaluation of group work, and involvement in class discussions. Provision of a grading rubric and the pre/posttest offer an all-inclusive summative assessment (Olofsson, 2012). With the access of a universal World Wide Web, I would prefer starting up a website and a YouTube video in teaching natural selection among other methods of teaching. Owing to their cheap cost and availability, they will provide the knowledge whenever required. One can revisit the web page or watch the YouTube videos while on a train or bus, in the sitting room, in bed or at any convenient location using their smartphone. This permits extra flexibility and it is cheaply affordable (Olofsson, 2012). Biology concept design needs to encompass as many as possible of these teaching designs to enhance students’ comprehension of these sophisticated topics in natural selection. With comprehensive literature provided to the students, emphasis should be put on administration of practicals. Biology Concept Design.
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