This last quarter I tried passing out a set of "skeleton" notes. This is nothing more than a list of definitions, theorems, sketches of proofs, and exercises. The first definition is numbered, say by "1" and then the exercises that follow it are 1.1, 1.2 etc. Perhaps this is followed by Theorem 2, with exercises 2.1, 2.2, etc. No theorems are completely proved, only sketches are given.

If a student wants to know if they understand a particular definition or theorem, they just work the exercises that follow the theorem.

I like this because it gives a logical structure to the course. Moreover, in some sense it makes mathematics an active activity for the students. When I lectured from them, I would work relevant exercises for the students on the fly. There is no false sense of security from these notes as the students have to do work to "read" them.

Overall it seemed to work well.