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Understanding the access a learner has to technology helps to shape instructional approaches.  For example all a student has access to outside of class is a mobile device and the classroom device is a laptop.  Their ability to practice skills will be limited to just class time.

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Confidence is a factor in supporting learners.  I've observed a lot of fear when it comes to navigating digital devices.  Making learners feel safe and letting them "drive" at every appropriate opportunity I find is an approach that can help learners feel supported.

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Does the learner value learning? Motivation and drive to learn can impact routines. Celebrating new skill development and providing consistent reliable support in times of challenges/obstacles in the learning process can sustain motivation.

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Readability is a factor when choosing a text for my students. Adulted students are often very reluctant to read a text out loud and often have trouble with comprehension. Dyslexia can also be a factor. Therefore, I am very grateful for the technology and the reader feature that many computers offer. But this is not only an advantage for struggling readers, it is also a good tool to use when studying. Students can have their texts on their phones and listen to the reader while driving, for example.  CE

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In order to accommodate various reading levels in a class, I use Readworks.org, Newsela, or Common Lit. where you can adjust the reading level for each story individually. Everybody is reading the same text but at the appropriate levels. CE

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My online students have enough technical expertise to log into Zoom but for many, it ends there.  Even managing Jamboard has been difficult for some.  I plan to continue using it to help build the skills to follow a link and recognize how to navigate the tools.  - Chris

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So many students miss multiple classes due to health factors. This may be closely tied to their socio-economic status. I expected it during the COVID surge in January but it remains a problem. - Chris

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There is so much we take for granted because we come from here. Students find it overwhelming and often have difficulty relating to parts of our culture and/or understanding their significance. - Chris

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Learners need access and knowledge to be able to think through a problem and solve it.

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To solve issues, learners need to have process steps to follow and know when to reach out for assistance (escalate the issue). Learners need to show knowledge development and be able to practice real-world skills, but also have a safe space to ask for help or learn more. Some like to "google it" and others need to ask questions to be certain they can "do something" without error. They also like the feeling of success when they solve the issue or complete a troubleshooting task.

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Over the last three years we've had a HUGE increase in the number of learners with severe anxiety. Routines need to build a sense of trust and security for the learning space, whether in person or synchronous, asynchronous online. Routines provide important predictabity for learners with anxiety.

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Routines need to accommodate a variety of learning needs. It's important to balance individualized learning with routines in group learning.

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It's critical to teach the whole person. Incorporating routines that allow learners to share who they are and what's going on in their lives is an important first step to meeting their needs and to find out which routines will accommodate them and engage them.

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The social supports of a teacher is an important factor for me to consider when planning professional learning experiences. It is important to understand the context of their teaching and their program and whether they have administrative support that will allow them the time to participate and colleagues with whom they can share and reflect. Routines around reflection and sharing will develop community with the PL experience which are important if the teacher doesn't have the community supports locally.

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Learner mindset impacts whether the professional learning will have an impact on the participant. Do they believe that they are capable of adjusting their practice to make an impact on learners? They might have self-efficacy in specific areas of their teaching, but some PL may stretch their beliefs about themselves as teachers and learners. Also, persistence is critical. Unfortunately, most PL is squeezed around other responsibilities, and teachers aren’t able to engage deeply with the content. When something “needs to go,” it’s often the PL that gets dropped first. A routine that might support a learner mindset is using a protocol to discuss case-studies that align with the challenges participants face in their teaching contexts. The protocol provides structure to the discussion, and the case studies demonstrate how the challenge looks in their context and provides relevance.

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Monitoring understanding, but also considering how that understanding fits with what we know helps us evaluate whether the information coming in is helpful or not. In professional learning, teachers use their metacognition to determine how the content can be applied or adjusted to their contexts. It’s also being able to be open-minded to new strategies or perspectives that might stretch their beliefs about what their students can do. An exit ticket routine using a Google Form or graphic organizer might ask participants to consider “I used to, but now I…” to share how they expect to change behavior based on what they learned.

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Many of our teachers have developed their digital literacy over the last two years, but their experience is limited to the tools they use in class with their learners. Integrating digital skills into PL serves two purposes: developing teachers' digital literacy and modeling approaches that can be used in the classroom. It’s no longer okay to say that you aren’t good with a computer. We need to be supporting our adult education learners with their digital literacy and you can’t teach what you don’t know. Using a shared Google slide show, I might have groups complete a graphic organizer where they respond to a specific prompts or share highlights of a specific edtech tool that they know about.