To keep students on schedule in an inverted/flipped class, or to catch students up after falling behind, what have you tried that has worked or not worked so far?

I've done one-on-one intervention, which is tough because I've got an entire class still looking to me. I'm going to try improvement contracts, where we set deadlines and results together to see what happens. I'm in a new school, and I'm trying to set a precedent for learning in my class. I think that's where a lot of the push back is coming from.

I got a lot of push back in my first semester here (last fall) even with my non-flip. The class having trouble now are the same students doing full-on flip for the first time. My freshmen are doing quite well, on the other hand.

I like the idea about improvement contracts. I was thinking about requiring strategy meetings from Ss that have F or D at midterm.

The big problem for this class is Ss getting lost in the bigger projects and just freezing. The short quizzes are just fine, but we need to move on to bigger stuff now. Some Ss are lazy, but some are just overwhelmed. How do you differentiate fairly?

One thing I hope will help in the next couple of weeks is going through the same material from a different angle. Hoping it has the right combination of review and the feeling of starting over so those who are behind can feel like they have a fresh start, even though they are also rehashing the stuff they missed.

I think that's my problem. Many of them don't have the mental stamina to make it through longer assignments. They're better at shorter chunks, but larger tasks cause them to get stuck once and then just give up.

I think my problem is that I don't know which kids are frozen and which aren't because they don't like to ask, or they're afraid to ask. If I don't get to them in a day, then that's an entire day they lose and I don't find out until the next class hour. So, I need to find a way to get around to everyone more efficiently, for starters.

Can you manipulate workgroups and distribute students comfortable with the material so they can help others? That works for me sometimes, but not if more than 1/3 or 1/2 of the students are all stuck.