CompTIA TK0-201 CTT+ Exam (Certified Technical) Exam Practice Test

Condense the remaining topics.

Reduce the break time for the remainder of the day to catch-up on the missed material

Give the learners home work to do independent study on the missed material.

Have the learners stay late to make-up for the missed course time.

Drawing pictures on a white board or a flip chart to indicate each new step in the process.

Using an automated slide presentation with each slide representing a step in the process.

Lining up dominoes to indicate each new step in the process and then knocking them over.

Handing each learner a different object as each step is introduced and then having them talk about their objects.

To the pace of the slowest learner

To the pace of the average learner

To the pace of the course suggestions

To the pace of the fastest learner

Take the non-motivated learners aside and inform them they will fail the course without participation.

Add more visual interest to the course to hopefully motivate all the learners

Focus on the motivated learners and offer them incentives.

Encourage all the learners and pair the motivated learners with the non-motivated learners.

Instructor's presentation abilities

Accessibility of the facility

Technical accuracy of the course material

Amount of time the learner studied for the course

Job title of the learner

Assign independent labs for each concept

Provide a technical document for each concept

Apply real world examples for each concept

Spend more time in open discussion

Adjust the delivery of the review to include more graphs and charts as part of the exercise.

Administer an exam to verify learner's knowledge of the material.

Deliver the curriculum as defined in the documentation so that the rest of the class does not fall behind.

Adjust the delivery of the review to include a demonstration as part of the exercise.

Attempt to save the situation by telling another joke

Pretend nothing happened and continue with the lesson

Retell the joke explaining its punch line

Decide not to use humor in future presentations

The instructor should answer the question in order to maintain the self-confidence of the learner

Be honest and tell the learner the answer was incorrect.

Thank the participant for trying and desk if someone could help out.

Move quickly to the next question so the learner will not feel embarrassed.

Ask the learners about their level of understanding over the course material.

Assume that the class has a medium level of understanding over the course material.

Deliver a pre-test covering the course objectives.

Ask another instructor who has taught the learners before.

The instructor should incorporate more visual aids during instruction in order to improve the level of interest.

The instructor should encourage the learners to repeat the course when they are ready to participate.

The instructor should schedule a meeting with each individual learner to discuss the lack of effort,

The instructor should adjust the instructional approach to better meet the learner backgrounds and skill sets

The instructor should assign relevant practice and offer positive feedback where appropriate

In a cluster with other, similar skills

Just in time for the learner to apply it

As part of a summary of related skills

As part of a review session prior to an examination

Ask a question about a scenario that relates to a subject or process.

Ask a general question followed by more detailed questions on a subject or process.

Ask a basic question and ask the learner to apply a real world answer.

Ask a specific question and then have it redirected to other learners to probe their understanding

Create a lab exercise to be performed in groups

Create a new presentation using graphics

Plan more time for questions on the third day

Spend time reviewing the concepts that seemed to cause confusion

Create a PDF with screen shots and procedural references and make it available for download.

Create video clips to be shown during the class demonstrating functionality.

Use the screen sharing function of the virtual classroom software to do the demonstrations.

Take screenshots and display them in the presentation.

Use markup tools (e.g. highlighter) to guide the learners focus.

Record as much as possible ahead of time to avoid misspeaking.

Use open-ended questions to facilitate discussion.

Only use live video as a backup plan due to bandwidth restrictions.

Use closed-ended questions to not intimidate any of the learners.

Use interesting questions to make the material significant.

Tell them that their performance will be reported at the end of the session.

Change the course to all labs so learners stay focused.

Guide the learner to answering their own question.

Employ active listening and respond with a complete answer.

Request another learner answers the question.

Diagram the steps needed to answer the question

Request other learners share their experiences with similar material.

Clearly and concisely answer the learner's question.

Have the learners get into groups and discuss the question.

Guide the learner to answering their own question.

Ask the sponsors of the program to release an employee communication plan regarding the changes

Develop a plan for how to overcome the likely resistance in the classroom.

Talk to a few employees who will be attending the session to get their take on the changes.

Continue to prepare for the course as planned.

Probing

Closed-ended

Higher order

Open-ended

Tell a lengthy story related to the importance of the class

Begin with a joke to create a relaxed environment

List every credential and acronym the instructor has for learner confidence

Let the learners know that the course is very challenging

Review basic concepts with entire group

Provide constructive feedback

Suggest peer tutoring

Avoid calling on those learners

Set up conference calls with the learners so they can participate in the class.

Buy inexpensive sound cards and ship them to the student's locations.

Pre-record the lectures and make them downloadable from the virtual classroom.

Have the other learners take notes on the lectures and send the notes to the learners who do not have sound cards.

Open

Clarifying

Closed

Probing

Repeat the learner's question verbatim.

Display open body language to indicate interest.

StatE."So what I hear you asking is. . . "

Establish eye contact with the learner.

Go over the material several days prior to the class to be more prepared

Assign each of the learners a question and have them find the correct answer

Ask if any of the learners in the class if they knew the answers to the questions

Instruct the learners to hold all questions until all the material is covered

The instructor's contract manager because pre-course student assessments should have addressed this need.

The instructor because a pre-course classroom setup assessment should have been conducted.

The client's training manager because they should know how to properly deliver this training.

The client's training coordinator because they should setup that class according to delivery method normally used for the topic.

Do not respond to the two learners and continue with the class.

Smile and call on the two learners very frequently.

Keep eye contact with the learners and spend time with them after class.

Speak louder to the two learners when explaining.

The instructor should rephrase the question asked by the learner and clarify their confusion.

The instructor should stop instruction and have a review of all of the information covered.

The instructor should immediately provide clarification so as to not impede the progress of the rest of the group.

The instructor should refer the learner to additional study materials that they can review for clarification after the class.

Body movements and gestures

Technical terminology and acronyms

Proper syntax and use of grammar

Voice inflection and rate of speech

Have the learners memorize the directions.

Have test questions or directions read aloud.

Distribute written directions or write them on the board.

Use flow charts and diagrams for note taking.

Teach by lecture and break the learners into study groups.

Recognize the learner with the highest exam percentage.

Determine which learners will retake the training.

Assess the needs of the organization.

Compare learner achievement to course objectives.

Direct the student to additional resources.

Consult the student's transcript.

Suggest that the student drop the course.

Contact the student's advisor for an explanation.

Consult the learning objectives and grade the student accordingly.

Stress to the student that it is important to pass the written exam as well as the practical exam.

Ask the student’s advisor if the written exam can be waived.

Provide additional materials to the student to help pass the written exam.

Provide quizzes and written exams on the learning objectives

Conduct practical applications and role plays

Ask the learners to complete an end-of-course critique

Encourage the learners to ask questions

Review the learning objectives periodically during training

Ways to take shortcuts in the delivery of the course

Areas that may cause confusion or resistance

Areas to sell the learner on more training

Real world examples of the content

Challenges with the development of the instructional materials

A way to rewrite the content of the course

Inform the students that the question will not be on the test

Explain politely why the question is off topic and move on

Ask the student to research the question

Clarify with the student which topic the question pertains to

blended learning.

synchronous learning.

structured experience learning.

asynchronous learning.

Take a short break to come up with an interactive discussion

Stop lecturing until the class regains focus

Create a loud noise to get students' attention

Turn the lights on and off to increase students' awareness

Giving the learners the expected answers to the survey.

Informing the class that it will affect the trainer's job.

Providing a survey at each station before class begins.

Asking for the completion of a course survey.

Group centered games

Board writing activities

Role playing

Learner-led discussions

Learner demonstrations

Reading from the book

Lecture periods

Discussion sessions

Hands-on lab sessions

Justification for any report critiquing the learning objectives

A final assessment tool to evaluate the learner’s knowledge

A tool toward improving the trainer’s future performance

Evidence to the client that participants learned the topics covered

review all the materials in all the previous sessions.

outline the material to be covered in that session.

set up the students’ computers.

ask the students to introduce themselves.

Redirect the question to the class.

Research the question over a break, and then provide an answer.

Discuss how that topic is outside the scope of the class.

Provide an answer that sounds plausible.

Admit lack of knowledge on the topic and move on with the class.

Query the class as to whether they wish to dwell on this material or move on

Review the material again

Encourage the learner to answer their own question

Respond back quickly and move on to new material

Treat the learners as a homogenous group to avoid any bias.

Follow the syllabus as closely as possible.

Inquire as to the learners' objectives and expectations.

Separate learners into different groups aligned with their particular disciplines.

Providing name cards on the tables before class begins

Removing the coffee pot and tea pot from the room before the class begins

Removing all coins and keys from pockets

Creating all flip chart pages ahead of time

To professionally separate the instructor from the learners.

To establish themselves as the course developer.

To amplify the credibility of the course deliverables.

To personalize the training through conversational language.

Dismiss class early once a month.

Offer snacks and refreshments.

Vary learning activities every hour.

Provide more frequent breaks.

Have the students turn their speaker volume down to reduce the noise level

Ensure all students have muted their microphones except when speaking in the session

Ensure that they are using a dedicated Internet connection for the training session

Increase the volume level for their microphone to enhance their lecture

Self-paced virtual course

An instructor-led classroom environment

Synchronous virtual course

A demonstration-based environment

Delay the class until proper arrangements can be made

Cancel the class

Prepare to teach without any visual aids

Prepare handouts of the slides

Express regret that the instructor’s policy does not permit assignments to be submitted late.

Give the student money and/or goods to allow the student to concentrate on course assignments.

Listen sympathetically and wish the student luck in the rest of the course.

Permit the student to submit the next few assignments late.

Inquire about the safety of the student’s family while expressing sympathy for the student’s situation.

make any copies of reference guides for students.

open in a positive way, using humor or positive outcomes.

locate additional training materials to enforce objectives.

inspect all the training equipment and supplies.

Create a discussion board on the topic.

Refer the students to the textbook.

Ask an advanced student to respond to the questions.

Answer each student individually.

Praise the student each time a correct answer is given.

Praise the student privately only.

Improve the student’s grade with extra quizzes.

Say nothing when the student is incorrect.

instructions posted on a flip chart.

links to the distributor’s website.

instructor demonstration.

hard copies of the slide presentation.

ask participants what they did the previous evening.

move right into day two material since there is still a good deal to cover.

ask participants to share a learning concept from the previous day.

summarize the key points for today’s presentation.

Call on various students with raised hands to ensure all are participating.

Call on the student more than others to sustain the student’s motivation.

Privately speak to the student to see if a higher-level class is more appropriate.

In private, explain why the student is not being called upon each time.

A discussion of the manager’s reasons for providing the course

An explanation of the learning objectives for the class

An opportunity for students to ask questions about the course content

Instructions for the students to not eat in the classroom during the course

Overhead projector

Website forum

Structured handout

Vendor source material

Cancel the next class to give the students a break.

Play a game using questions from the content area.

Ask more overhead-direct questions during lecture.

Divide the students into groups to discuss ideas for course improvement.

Review the main lecture points again

Have the student perform the actions

Demonstrate the lesson to the student

Draw an illustration on the board

It allows learners to think more deeply on the topic.

It allows the trainer to silence a chatty student.

It gives learners the chance to learn from each other.

It allows learners to test their understanding of the topic.

Create spontaneous examples as needed

Incorporate commercial third-party material as deemed appropriate

Replace the material with another vendor’s material

Deliver the material as intended by the developer

Some students will be able to find pertinent information

Some students think handouts take the place of note taking

Students are more likely to pay attention to the presentation

Students who peruse the handout might think of questions to ask

Divide the class into teams and play a game using topic principles.

Provide handouts describing shortcuts.

Allow students to take quizzes multiple times.

Offer extra credit to the student who masters the topic first.

Use more elaborative questioning to elicit connections.

Continue with the course and make no adjustments.

Create scenarios on more interesting topics than the objective.

Remind the students that this is a requirement.

Use closed questions

Refer to online references

Ask probing questions

Review last week's material

Give the learners a break so they refresh themselves

Ask learners if they have any questions about the material

Conduct a review of the material to assess what the learners have retained

Use a variety of delivery methods to reinforce training and motivate learners

Answer the question immediately so it will not hang in the background distracting others

Inform the student that it is an off-topic question and has no place within the material

Redirect the question to another learner so their knowledge can be shared with the class

Defer the question, promising to get back to it as soon as is reasonable

Classroom debate.

Group dynamic.

Discussion group.

Online lecture.

Ranked

Essay question

Multiple-choice

Short answer

Brainstorm

Lecture

Role play

Virtual

Provide an end of course critique to the learners.

Conduct an assessment to ensure the learning objectives have been met.

Ask the learners if they have any questions.

Thank the learners for their participation and conclude the course.

Cut the lecture in half and offer virtual content for self-paced learning.

Hold a discussion period first, then lecture for the remaining time.

Segment the lecture into two 30-minute blocks.

Engage learners using various learning activities within the hour.

Use of information in terms of existing experiences.

Only instance where humor is accepted.

Insertion of examples the learners are unfamiliar with.

Way to concentrate all learners on the objective.

Move the learner who is assisting the other learner to another area in the room.

Inform both learners that they will not receive credit for this particular session.

Ask the learner who is assisting to allow for individuals to contribute equally.

Allow the behavior to continue because the assessment means very little.

Authentic assessment

Learning

Skill transfer

Active listening

"From the list on the board, which did we discuss first?"

"What are the causes of …?"

"Yes or no…?"

"Which do you like better…?"

Content expertise

Proper use of non-verbal communication

Proper use of communication and presentation skills

A comfortable learning environment

Proceed with the course; no additional action is required

Avoid eye contact during the course

Have the friend reschedule their course

During introductions inform the students of the situation

Inform the student that their actions are inappropriate and they should stop.

Attempt to determine if a word used during training has a different meaning locally.

On break, report the behavior to the training center for proper disciplinary actions.

Tell a humorous story to achieve a bigger laugh.

Have one of the other learners inform the disruptive learner that they are affecting everyone's ability to learn.

Firmly tell the learner they are disrupting the class in front of the entire class.

Pull the learner to the side and let them know they are distracting the class.

Ignore the learner's comments and continue to teach the material.

Provide real-world examples in the exercises.

Conduct pre-class assessments to determine the skill levels.

Provide a written exam before the exercises.

During introductions have the learners assess their knowledge.

Send a private message to the learner addressing this issue.

Inform the entire class that extra information will be given during each unit that they will need for their assessments.

Assign outside research to the learner as independent study.Inform the learners that if they continue to work ahead they will be removed from the course.

On the next break, ask the student privately whether the anecdote was effective

Ask for a show of hands of those who did not like the anecdote

Approach the student immediately and ask if everything is alright

Call an impromptu break and ask what the student thought about the anecdote

A trainer should attempt to measure performance on an objective service instead.

Ask the controller what percentage of improvement they think the organization will experience as a result of the training.

Create a pre-test and deliver it at the beginning of the class and again at the end of the class.

Create a post-class essay question and assign the essay as a final test of the group's writing improvement.

Mute the participant and use private chat to ask if they are ready to proceed

Laugh audibly and then comment that the instructor's dog also barks during sessions

Allow the distraction to continue until the participant is finished presenting the point

Interrupt the participant mid-sentence and scold the participant