# data[].attributes.headline
Not being talked down to - acknowledged as smart, knowledgeable learners

# data[].attributes.subject
Not being talked down to - acknowledged as smart, knowledgeable learners

# data[].attributes.headline
be confident in your timing and how much can be accomplished in a session

# data[].attributes.subject
be confident in your timing and how much can be accomplished in a session

# data[].attributes.headline
time for students to explore and discuss

# data[].attributes.subject
time for students to explore and discuss

# data[].attributes.headline
Clear cues to participants about what to do and when to do it - especially when shifting between tools or types of interactions

# data[].attributes.subject
Clear cues to participants about what to do and when to do it - especially when shifting between tools or types of interactions

# data[].attributes.body
Adjust the program based on the audience.

# data[].attributes.headline
Really clear picture/map of where the session is going and checking in on that regularly

# data[].attributes.subject
Really clear picture/map of where the session is going and checking in on that regularly

# data[].attributes.headline
Casual atmosphere - not just didactic teaching - acknowledging learners as real people

# data[].attributes.subject
Casual atmosphere - not just didactic teaching - acknowledging learners as real people

# data[].attributes.body
Able to connect with the educator and ask specific questions about asynchronous activities and/or questions about content

# data[].attributes.headline
Connection between students and educator, student-student, etc.

# data[].attributes.subject
Connection between students and educator, student-student, etc.

# data[].attributes.body
Helping learners care about what they're learning makes it more likely to stick.

# data[].attributes.body
Participants feel encouraged to engage

# data[].attributes.headline
A comfortable setting for the participants and facilitators

# data[].attributes.subject
A comfortable setting for the participants and facilitators

# data[].attributes.headline
Lots of ways to interact that don't depend on video or audio participation

# data[].attributes.subject
Lots of ways to interact that don't depend on video or audio participation

# data[].attributes.body
being prepared or having a plan to create the sense of feedback even when participants aren't speaking or showing video.

# data[].attributes.body
The ideal virtual live session is structured and traversed in a way that brings the participants into the experience as much as possible by offering and engaging with multiple channels for feedback and interaction. The unique capability of live interaction is that educators are able to deploy their discernment to modify the program in response to the needs of the audience.

# data[].attributes.body
Responding to learners, answering questions, being themselves

# data[].attributes.body
This is where connections are fostered to each other - building community; socialization

# data[].attributes.headline
open-ended questions asking learners to explain their view

# data[].attributes.subject
open-ended questions asking learners to explain their view

# data[].attributes.body
Easy communication platforms for students and teachers (an easy chat function, or an option to unmute and speak directly.

# data[].attributes.headline
Gives a place for social activity, connect with the educator and fellow students in real time

# data[].attributes.subject
Gives a place for social activity, connect with the educator and fellow students in real time

# data[].attributes.headline
Giving learners the chance to speak, present, or ask questions.

# data[].attributes.subject
Giving learners the chance to speak, present, or ask questions.

# data[].attributes.body
What makes for a great synchronous session?