I'm a little late to the party, but I thought I'd mention something that hasn't gotten brought up yet.
I have some experience at leading/organizing groups like this. Something to consider when dealing with sequential learning is how to deal with people who are absent. Ideally, of course, you'll have a core group of people who want to do nothing more than attend every session diligently, take notes, and study the material as soon as they wake up, and before they retire at night. This, however, isn't going to happen. Life intrudes; people will miss some sessions.
Creating a plan to keep people updated and current when they miss things, or how to remind them of what they've already learned (something LW could improve upon, in my opinion) will allow everyone to stay together. Consider creating a summary to give them to take home. Likely, you'll be doing a summary any way at the end of your talk (if you aren't planning this, please do), and that ought to be sufficient. Also, you may want to leave room at the end and beginning of your sessions for questions about the concepts.
Also, make an effort to apply whatever concept you're working on to people's daily lives. One of the reason people find the extra material more useful than a lot of the core sequences as that they're more immediately applicable to what we deal with, while it takes more creativity to figure out why some of the more basic or obscure steps matter right now. You may consider challenging people to look for examples of the current concept in their daily life, papers, or current events and bring it to share next time.
I hope something in here was useful. What you're doing sounds really awesome - let us know how it goes!
Just recently at my high school, a group of classmates and I started a science club. A major component of this is listening and giving peer lectures on topics of physics, math, computer science, etc. I picked a topic a bit off to the side: philosophy and decision making. Naturally, this includes rationality. My plan is to start with something based off the sequences, specifically "How to Actually Change Your Mind" and "A Human's Guide to Words".
I was hoping the Less Wrong community could give me some suggestions, tips, or even alternative ways to approach this. There is no end goal, we just want to learn more and think better. All our members are among the top 5% academically of their own grade. Most of us are seniors and have finished high school math, taking AP Calculus this year. We have covered basic statistics and Bayes' Theorem, but only applied it to the Disease Problem.
Any help or ideas are appreciated.
Update: Thank you for all these suggestions! They are incredibly helpful for me. I will attempt to make a recording of the lecture period if possible. I will make another discussion post sometime next weekend (the first lecture is next Friday) to report how it went.
Update 2: Report here.