Another change to my junior-level English methods class: Since I'll be operating Thursdays as writing workshops, each student in class will collaborate with me on teaching the mini-lesson for one workshop day during the semester. The collaboration is so that the workshop focuses on an aspect of their writing that is in need of work, and so that I can make sure the instructional experience they get is valuable. Perhaps after the workshop, I should require them to meet with me to debrief the experience of teaching the mini-lesson? I'll need to be sure to have a clear, highly structured and well-articulated sense of what the mini-lesson should involve.
I think this plan has more possibilities for quality instructional time and for learning about teaching than the "opening circle" work that I did last year.
I also would like to work in to this class some experiences with reading and commenting on student papers. This will mean, probably, using the local writing project website (for which I am the technology liaison) for teachers in the state to post their students' writing, and for my students to have an opportunity to read and respond to those. It's a bit tough to figure out, because I'm not sure how to organize it so that both the preservice teachers and the students of the inservice teachers get the most out of it, especially in terms of timing.
I'll work on that aspect some more this summer.