I did the same for my classes last year - beginner&#x2F;intermediate Python, SQL, web development at a part-time night school for adults. Wrote a long detailed tutorial and let the students self-pace, with a bit of an intro at the start of most classes. Then the TA and I jumped in to help when students needed it, mostly by looking over their shoulders - I like the post-it idea.<p>A couple of issues with this approach:<p>- Make sure your material is good. Bugs in the material led to me repeating myself 1:1 a lot, and having to pause the class occasionally. Which leads to:<p>- Pausing the class is hard! People are at different stages of the material, so it&#x27;s hard to find a good stopping point, though I did it a few times when something was either not resonating, or folks were going too fast and I sensed they were copy-pasting rather than fully understanding the point.<p>- The solution to this is to have &#x27;core&#x27; material and then &#x27;extra credit&#x27; stuff, but people feel behind if they haven&#x27;t done <i>all</i> the material; nobody&#x27;s happy only doing the core. In general, fear of &quot;not keeping up&quot; was a big issue in my class.<p>- Finally, some folks do learn differently, and you have to account for that. I spent a lot of time 1:1 with a couple particular students who weren&#x27;t getting the tutorial format. Another felt like class was just &quot;doing homework&quot; and dropped out. I got around this by sending videos in a flipped-classroom approach between classes, but my students didn&#x27;t have a lot of spare time and I couldn&#x27;t rely on them doing anything outside class.