In a self-paced class, students need to have access to any lesson, at any time. Thus, I created an area at the back of my classroom where every lesson is printed out and organized sequentially for students to take whenever they are ready to move to the next lesson. This allows students to continually work at their own pace. It also changes the dynamic of the learning process - students are no longer passively given assignments by the teacher and are now actively choosing which assignments they want to do.
The class pace is always posted at the front of the room, including the lesson that should be completed by the end of class as well as the following class. The class pace serves as a benchmark for students, letting them know how many lessons they should have completed by a certain date. The grading system I use is primarily based on student progress, so for students to get a good grade on their progress reports, its essential that they keep with the pace of the class. This is essentially a guide for students to use as they go through standards at their own pace.
The most common answer I give students when they ask me a question is "look at your notes." The course is designed so any question in the practice problems or mastery quiz have been directly addressed on the current video lesson or a past one. Because the design of the lessons has been created with this intentionality, it's easy to refer students to the exact place in the notes they can find their answer. It's been a challenge to not jump in and immediately offer students help, and many get frustrated in the moment, but over the course of the year students develop strong independence in their learning, able to use their notes, peers, and online resources to find the answer they were looking for.
Organizing labs that span over a number of classes requires a substantial amount of pre-planning. The benefits of proper Lab Documentation are potentially enormous for students. Lab Documentation ensures that I can follow students through every step of the lab process even when groups are completing different segments within varying timeframes. Students develop lab procedures on Google Docs, create charts/tables/graphs on Google Sheets, and compile lab portfolios on wikispaces. By hosting their work on Google Apps for Education, my students can easily collaborate with group mates and me on a lab activity over the course of a week or more. During this time, I can ask probing questions, offer insight on effective lab methods and tactics, work directly on their documents, and help students record their labs with media-capture tools. Being able to analyze video of the lab procedure next to the results it produced provides my students a great means to produce high-quality lab reports, which they can publish to the web and their group wikispace pages.