BRENDAN C. A. MENG

Throughout the year, countless resources are employed to adapt instructional content into various modes of learning for my students through inquiry-based laboratory investigations as an instructional strategy. This type of learning allows for numerous opportunities to monitor and assess the development of various laboratory-centered skills in my students. This instructional strategy is not one that is easily accomplished and implemented alone, however. Throughout the year I collaborate with colleagues and learners to design and implement relevant learning experiences based on and used to develop my students' areas of interest within the content. Inquiry-based laboratory investigations allow for me to vary my role in the instructional process from instructor to facilitator and observer. This instructional strategy also presents opportunities for students to demonstrate their knowledge through a variety of products and performances by providing multiple models and representations of essential understandings, concepts, and skills within the curriculum throughout the year in both my biology and earth science classes. By utilizing a variety of instructional strategies to support and expand my learners' communication through speaking, listening, reading, writing, and inquiry-based investigatory practices, I am able to engage all my learners in developing higher order questioning skills and metacognitive processes. The incorporation and development of such metacognitive processes demonstrates my understanding of and commitment to providing opportunities for my students to strengthen their cognitive processes associated with various kinds of learning; processes which are stimulated through instructional strategies such as inquiry-based laboratory investigations. In addition to fortifying their individual cognition, these labs do great things when it comes to fostering and building student relationships through oral and nonverbal communication skills among students and their peers. These laboratory investigations provide unique opportunities for differentiation specific to instructional content, procedure, materials, and learning outcomes that engage all learners in complex thinking through meaningful tasks. The hard work and diligence that goes into the organization and inclusion of these labs throughout the year demonstrates my ability to use a wide variety of resources to engage all students in learning as well as my commitment to deepening awareness and understanding the strengths and needs of diverse learners when planning inquiry based laboratory investigations.