ABSTRACT
It is fairly simple to compile a list of topics that students should “cover” in a typical methods course. What is not altogether clear is how best to address these varied topics in pedagogical terms. Lecturing or conducting a seminar discussion (the predominant methods of content delivery at the college level), the use of online discussion tools as a means of keeping wayward students engaged, or the wonders of cooperative learning, seem incongruous and ineff ectual, for teaching is mostly a hands-on, practical endeavor that requires applied knowledge as much as subject matter expertise.
