BRENDAN C. A. MENG

One of the many essential skills which is I teach repeatedly throughout the year is graphing. From the first days of unit 1 to the end of course SOL standardized test review, I spiral this skill throughout my curriculum of both my earth science and biology classes as often as it is applicable. The repetition of this skill throughout my curriculum provides multiple models, representations, and applications for students to become masters of graphing concepts and skills providing numerous opportunities for students to demonstrate their knowledge through a variety of performances. The frequency of activities, direct teaching, and assessments involving this skill allows me to continuously monitor student learning, presents multiple opportunities to engage learners in assessing their own progress, and allows for current data for me to base adjustment of instruction decisions from in response to my students instructional needs. The spiraling of instruction surrounding this skill allows for many of opportunities to reach all my learners as there are nearly endless situations and ways to differentiate instruction while teaching these skills and concepts. The instructional strategies and activities used to build graphing skills in my learners also focus on engaging my students in using a range of interpretive, evaluative, and information application skills as well through a holistic learning approach.