In discussing approaches to next week's facilitation with Michelle E., I see how I wasn't clear on my expectations. Rather than just having 1-2 students lead a group discussion about the week's readings, I'd like for the facilitation to be more of a pedagogical exercise. We're delving into so much theory, but some/most doesn't offer actual classroom practices to implement, right? The facilitation presents an opportunity to do just that. In this way, I'm seeing the facilitation as more of a mock classroom session. The facilitator is the first-year writing instructor and the rest of us are first-year writing students. Does this make sense? Is this achievable?
Now, here's the crazy idea: Let's connect these facilitations, almost turning them into a semester-long game of Telephone. Facilitations begin with process, a natural starting point, so perhaps that session can be geared more toward prewriting than the other stages. Whatever writing we generate during that facilitation can be carried over and applied to expressivism, rhetorical theory, collaboration, etc. By Week 12, we'll each have a piece of writing influenced by each pedagogical theory and its practice. Does this make sense? Is this achievable?