Start before the call
The learner should know how to join, who they will meet and what they may need. Check the device, connection, learning space and any adult support arrangements. Agree how to contact someone if technology fails or a safety concern arises. A calm introduction is easier when the practical details are already clear.
Keep the purpose visible
Explain the session goal in language the learner can understand. Show how the task relates to an interest, an agreed target or an everyday skill. The goal does not need to be large: explaining an idea clearly or practising a short method can be a meaningful step.
Invite the learner to do something
Watching is only one part of learning. Include opportunities to speak, write, choose, demonstrate, solve a problem or build a small project. Ask questions that reveal understanding rather than relying only on whether a task has been completed. Give processing time and adapt the way a learner can respond.
Agree a manageable rhythm
Attention and confidence vary between learners. Break tasks into sections and agree suitable pauses. Make it easy to say that something is unclear. Avoid using a full screen of information when a short instruction and a shared example would be more helpful.
Finish with a next step
Ask what felt useful, what was difficult and what the learner can show now. Keep an example of learning where appropriate and explain the next session’s starting point. Online provision should be reviewed for suitability, just like in-person learning, rather than assumed to work for everyone.