I usually have about 2 lectures during the entire semester in my methods course. These are on the history of math education, and maybe one on the variouse types of lesson plans, etc. Most classes consist of an introductory activity consisting of a mini-lesson on school math, such as geo-boards with perimeters and areas or Pick's theorem, probability lab, problem-solving BINGO game, Mira activities, etc. Most involve explorations and hands-on with manipulatives, some- thing most of them never encountered in their own school experience. The next part consists of an evaluation of the lesson -- what are the advantages and disadvantages. I sit among the students and listen and ask questions. I never tell them, but I may disagree or question their opinions, but respect what they say as valid and valuable. The last part is usually a discussion of their readings, or a description of an upcoming assignment, or whatever.
I sincerely believe that a methods class is the LAST place where the instructor should lecture. I also feel required to practice what I preach in most other courses I teach. The hardest, though, is in my mathematics courses. Eileen Schoaff Bflo State College