Teaching is not like cooking; you cannot simply follow a recipe. As teachers, we face a myriad of instructional decisions on a daily basis. We sometimes make decisions conscientiously; other times, spontaneously. This assignment is meant to assist you in further understanding your students and open-mindedly looking at your teaching practices.

Work with a PASS colleague at your school to videotape what you feel is an inquiry-based lesson. Videotape your colleague's inquiry lesson. As a team, review the tapes and discuss the following questions:

1. In what ways did your actions encourage student learning? What was the nature of interactions between you and your students or among students? (e.g., types of questions asked and answered, ways of talking, etc.)
2. How do the students use the available resources (teacher, books, or others) for their conceptual learning? 
3. What are the basic assumptions held by you and your students? (e.g., Jane always gives the right answer, Science is an exciting subject, etc.)
4. Identify your habits of teaching (e.g., How long does it take to switch from one task to another during class? How can it be effective?). Do those habits influence students; understanding or attitudes toward science learning?
5. Identify any decisions you made during the instruction. Defend your decision(s) and describe possible alternatives.
6. Were your teaching actions and/or decisions influenced by any factor in and outside of the classroom? Why/Why not?
7. Based on your review, provides ideas to improve your students' learning or to refine your teaching.
8. Explain how your inquiry-based lesson is different from other types of lessons?

Finally, type a 1-2 single-spaced reflection paper. Submit your paper with your videotapes via school mail to Dr. Crippen (label the envelope Kent Crippen, UNLV Mailstop 3005). Be specific and provide evidence for your arguments.