# Plan a workshop people can follow and take part in

Complete original constructed exercise. No real people, accounts, studies, enquiries, projects or business results.

Design a bounded teaching task, the activity that practices it and a usable participation alternative before promoting the session. Prepare materials, roles, timing and recovery together. An invitation or streaming preview does not establish a workable workshop or an accessible event.

## Choose one teachable task and its prerequisite

A useful 30-minute practice session can ask participants to identify the reporting period and distinguish a follower stock from a period change in a constructed report. It cannot reasonably promise a complete analytics strategy, accessibility certification and new customers. State the prior knowledge, actual output and what remains outside the session.

Ask about participation and access requirements through a suitable private route without collecting diagnoses. W3C’s event guidance covers advance materials, accessible venues/platforms, captions and activity barriers. It is planning guidance, not a certificate for an unnamed meeting tool. Verify the actual environment and support arrangements before describing them as available.

## Prepare direct materials and meaningful alternatives

Provide the exercise as readable structured text with the important visual facts described. Give participants a direct accessible copy rather than relying only on screen sharing. Prepare captions or suitable language/access support in the actual platform, explain unfamiliar terms and avoid background music. A tagged PDF alone may still be difficult to adapt; offer an appropriate adaptable companion.

Plan an alternative to dragging sticky notes, reading tiny charts or answering a timed poll. Someone may submit a considered text answer or follow the worked response without public disclosure. Let participants pause or leave as needed. Do not present a single fixed activity as suitable for everyone or claim that people belong to scientifically established fixed learning-style categories.

## Rehearse the complete thirty-minute exercise

Constructed run-of-show: 0–3 orientation and access route;3–8 model the period check;8–15 individual practice with a text alternative;15–17 pause;17–23 compare the worked answer;23–28 questions;28–30 recap and next reference. The seven intervals are contiguous and total 30 minutes. They are a proposed teaching sequence, not a recording of an event or a measured optimal schedule.

Exercise text: “The card says current followers 1,200, gained 40 during 1–30 September, no starting stock or loss count. Which number is a stock, which is a period flow, and can net growth be calculated?” Worked response: 1,200 is current stock;40 is gains within the declared window; net growth and a starting baseline remain unknown. Dates refer to a fictional exercise, not a retrieved platform export. Give thinking time before revealing the answer.

| Minutes | Activity |
| --- | --- |
| 0–3 | Orientation/access |
| 3–8 | Model |
| 8–15 | Practice/alternative |
| 15–17 | Pause |
| 17–23 | Worked answer |
| 23–28 | Questions |
| 28–30 | Recap |

## Resolve three session failures

W-A — Constructed shared-screen failure: participants can hear the presenter but cannot read the streamed card. Decision: use the already supplied text copy and describe the facts aloud; stop if the essential access route is unavailable. Outcome: a rehearsable fallback, not proof the actual session is accessible.

W-B — Constructed rushed activity: the platform poll closes before some participants can respond. Decision: accept an untimed equivalent route and avoid using speed as the competence measure. Outcome: meaningful participation remains possible without inventing completed answers.

W-C — Constructed Q&A gap: a question arrives in chat but is never spoken into the microphone. Decision: repeat its relevant content for the group and captioning route before replying, preserving private details. Outcome: shared context, not permission to publish the participant’s identity or message.

## Assign facilitation, recovery and follow-up

Assign the presenter, timekeeper, questions/access support and material-maintenance responsibilities to actual available people; one person can hold more than one role if the workload is feasible. Rehearse the microphone, direct material access, captions, keyboard path and loss of connection. Name a stop/reschedule condition rather than proceeding through an essential access failure.

During the session, describe relevant visuals, speak clearly, pause between topics and repeat unamplified questions before answering. Keep recording, public reuse and follow-up communication as separate permission and preparation decisions. Afterwards retain minimal actual completion evidence if legitimately collected; registration, attendance and applause do not demonstrate correct answers or preference.

## Keep a usable facilitation packet

The download includes the full exercise and answer, seven-part timeline, blank session record and reproducible original timeline diagram. Record task, prerequisites, materials/alternatives, actual roles, access checks, rehearsal, recovery, permission state and actual observations. Its local assertions verify the constructed 30-minute interval arithmetic; they do not certify a venue, platform, presenter, learning outcome or real attendance.

W3C’s guidance was read on 1 November 2026; its page was last updated in 2022. This is our original teaching plan informed by the declared guidance. No event, video, caption service, participant recruitment, message or recording was created. Use the separate invitation and streaming guides when those actual tasks are needed.

1. Record the task, scope and actual authority.
2. Inspect inputs and evidence state at the actual source.
3. Work through the full proposal with dependencies and unknowns.
4. Record the decision, owner and next permitted step.
5. Verify actual results separately from plans and constructed examples.

## Primary sources

- [W3C WAI: Accessible events, activities and presentation practice](https://www.w3.org/WAI/teach-advocate/accessible-presentations/)