TK0-201 CTT+ Exam (Certified Technical) Question and Answers

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.

Determine and apply appropriate motivational strategies for the learner.

Wait and monitor learner progress during training.

Confirm the communication identifies the need for clarification or feedback.

Maintain a consistent behavior with all learners.

Use non-verbal communication as verification.

Ask other learners for verification of the answer.

Ask the learner. "Did I answer your question?"

Ask the learner to reference the technical manual for verification.

Authentic assessment

Learning

Skill transfer

Active listening

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

Inform the learner that they need to research their answer.

Correct the learner's response in a humorous manner.

Ask the rest of the class to provide the correct answer.

Rephrase the question, and wait for the learner to provide the correct answer.

Acknowledge the learner's response and provide the correct response.

Ask the learner to cite a reference for the answer.

Engage learners to obtain input about their personal objectives and expectations

Engage learners to communicate learner performance objectives as indicated by course design

Engage learners to get their acceptance of the required training objectives and expectations

Engage learners to determine their prerequisite knowledge of the training course

The students need to hear the entire lesson again

The students understand the material

The students are confused on the material

The students need a review on the instruction block

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

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.

Ask the learner to sit closer to the whiteboard so it can be seen easier.

Approach the learner during lunch to see if the material is being understood.

Ask one of the advanced learners to check on the frustrated learner.

Give the learner homework to see if they understand the lesson.

Call the learner to the front of the class to explain some of the material.

Website links to external websites

Demonstrations during the session

Close-ended questions during the session

Host discussion areas on the website

Implement more real life scenarios into the instruction to make the learner more interested.

Create a group for this learner to work with to make the learner feel more comfortable.

Give the learner words of affirmation and tell them the instructor is available after class.

Pair the learner with a more knowledgeable learner in the class so the learner can keep up with the class.

Try to clarify the question based on the student’s answer

Provide hints that will help the student see what was really desired

Explain how clearly wrong the answer is

Do not ask any further questions and continue on with the class

Ask if any other students are more intelligent and can answer correctly

Brainstorm

Lecture

Role play

Virtual

Scenario-based learning

Course surveys

Teach back

Situational interest

Exclusion from a list

Learner satisfaction.

Better student evaluations.

Consolidation of the course objectives.

Learner confusion.

Extend the course time 30 minutes to compensate for the alarm.

Reduce the number of breaks.

Adjust the course flow and pace of the remaining time.

Have a working lunch period.

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.

Send the trainer to a Train-The-Trainer workshop for the content area being taught.

Record video of a class and evaluate it with a more experienced instructor.

Record audio of a class and evaluate it with a more experienced instructor.

Discuss the metrics that are currently being used and provide additional measures of performance.

Ranked

Essay question

Multiple-choice

Short answer

Begin the class assuming an advanced skill level

Guide the introduction portion to attain personal information

Delay the class until the information has been reviewed

Begin the class assuming a basic skill level

Put learners together who do not cooperate.

Handle disruptions discreetly.

Encourage respectful interactions.

Abruptly interrupt any conversations that go off topic.

Give close-ended questions to groups.

Put learners of the same level together.

Classroom debate.

Group dynamic.

Discussion group.

Online lecture.

Matching

Fill in the blank

Multiple choice

Essay function

Internet speed

Volume control

Sound quality

Video quality

Continue with the class as though nothing happened.

Put the class on break and notify the appropriate personnel.

Refuse to continue until the situation can be fixed.

Skip ahead to material that does not require the projector.

Inform the students they will need to learn material not covered.

Research and provide supplemental materials approved by the client.

Purchase another vendor’s materials and add it to the client’s bill after the training.

Create a course outline that includes material not covered in the outcomes.

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

Meet with each participant at break time and after class to address individual needs.

Make a list of all the participants' suggestions for the course.

Communicate clearly what the course will and will not address.

Change the course content to meet the participants' expressed needs.

Ease tensions associated with many courses.

Enhances the instructor's technical competency.

Helps to determine team building groups.

Determines the class objectives.

Ask the training manager to make adjustments to the course prior to the class.

Acquire updated curriculum for maximum learner benefit.

Present the course as is but incorporate the updated information.

Present the course as set by the course designer.

Ask the learners to demonstrate key course learning points

Have the learners repeat the learning objectives back to the instructor

Ask the group to brainstorm ideas for applying the learning

Give the learners a pop quiz

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.

Overnight all course materials to the learners who could not participate in the recorded session.

Contact the system administrator and hold the session open until the bandwidth issue is corrected.

Cancel the current session and compress the remaining sessions to finish on schedule.

Inform the learners who could not actively participate to review the recorded session.

Remind the learners that this training is for their benefit and non-participation will only hinder their learning.

Implement additional validation methods that address the multiple cultures represented in the classroom,

Select non-participating learners to answer questions where they are likely to understand the material.

Inform the class that the course is intended to be instructed in a particular manner and they need to participate.

Higher order

Clarifying

Hypothetical

Closed-ended

Let each participant tell their own story about how they have applied the course content.

Share many examples of how the content should be used.

Allow for sufficient practice time.

Have the participants brainstorm ideas for content application.

Ask the learners to rotate chairs once they see the presentation.

Move to a smaller room so that all learners can be close to the presentation.

Tell the learners that the presentation will be available after class.

Print out hand-outs of the slides for the learners.

Contact the publisher/vendor to receive permission to reproduce the first day's materials.

Cancel the class as the right material has not arrived.

Contact the site administrator about dismissing the class for the day and compress the material into the remaining days.

Use past material from another course for the first day and catch up during subsequent days.

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.

"Which partner would be best suited for this task?"

"Would you be comfortable explaining this procedure to another learner?"

"Which plan did you use to accomplish this task?"

"Can you elaborate on how you would accomplish this task"?"

Ask the learners to request additional training so that this unrelated topic can be covered.

Explain to the learners that as time permits the skill may be covered.

Introduce the new skill topic once the current topic is completed.

Inform the learners that additional material cannot be covered during the class.

Likely, because the trainer expects the learners to complete them outside class time.

Likely, because the learners can decide which labs they can do independently.

Unlikely, because the instructional designer has calculated the appropriate time for the course.

Unlikely, because adding supplemental material will disrupt the flow of the class.

Remain open to ideas that may differ from the instructor's ideas.

Limit learner dialogue during the course so that the learners do not get confused

Strive to influence the group to adopt a neutral viewpoint.

Value diversity, accept learners as they are.

Break up the learners into cultural groups.

Abenefit to the visual learner.

Distracting to the learner.

An excellent use of training materials.

Acreative use of resources.

Cancel the training

Notify the appropriate people

Teach the course

Delay the training

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.

Sympathize with the student and explain why late assignments cannot be accepted.

Give the student extended time to complete the missing assignments.

Refer the student to the school's Student Services department.

Promise the student extra credit points for each assignment turned in on time.

A trainer evaluation with glowing comments about the trainer

The learner scoring high on a 10-question quiz on the last day

The learner correctly answering almost all questions on periodic quizzes

The trainer’s evaluation based on the learner’s attitude

Reply that the question is outside the scope of the course, but an answer can be researched after class.

Let the learner know an answer is not known and the topic should not be discussed again.

Ignore the question and move on to the next learning objective.

Open the question to the class as an answer is not available.

Quickly plug in the cords to minimize the required setup time

Plug the cords into the nearest outlet available to shorten cord length

Consolidate cords into one outlet to minimize the number of outlets needed

Plug in the cords, arranging them to minimize the tripping hazard

blended learning.

synchronous learning.

structured experience learning.

asynchronous learning.

Job openings within the clients’ organizations

The course evaluation form

Local events and activities

The dress code for the class

Right hand moving parallel to the floor

A fist with the index finger extended upward

Using both hands out front, palm to palm and spreading them slowly apart

A closed fist

Work with the client to remove material they believe is not needed.

Do not allow any questions from students to save time.

Skip covering the course objectives; they will be covered in the material.

Talk faster to allow more material to be covered.

Inform the learner that interruptions during lecture are not permitted.

Ask someone else to take the learner to the restroom.

Briefly tell the learner how to find the nearest restroom.

Ask the learner if there is a problem.

Provide feedback on instruction and serve as a guide for future topics and lessons.

Are assessment tools for the trainer that measure learner retention.

Keep valuable records of the names of each of the attendees.

Allow the instructor to decide which method of delivery is best.

Ask the company to modify its needs to coincide with the materials.

Modify the materials to meet the needs of the company.

Inform the company that the course design cannot be changed.

Meet with the company to conduct another needs assessment.

Identify a hidden eighth step.

Use listening techniques to understand learner questions.

Manage course flow.

Lead learners from recall to application.

The trainer’s home phone number

The trainer’s email address

The company representative’s phone number

The trainer’s company website address

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.

Give a written exam on the topic.

Have the learners perform an additional exercise on the topic

Ask the learners random questions about the topic.

Have the learners engage in a group discussion of the topic.

Use the incorrect answer to move the class to a different topic

It enforces active participation and creates teachable moments

Wrong answers should be pointed out and corrected quickly to prevent misconceptions

It ensures participation is limited to the correct answers

Explain to the learners that the material is really interesting and they might want to pay attention.

Ask the learners if there is something more relevant they would prefer to learn.

Explain to the learners the skills they learn by taking this class could lead to career benefits.

Explain to the learners that they are only in class for a few days, and to make the best of it.

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

Offer fee based consulting for the program

Divide the class into groups with similar skill sets

Provide additional material on the technology

Contract for additional training time

Give an advanced activity to the other learners and re-teach the morning activity to the learner who has not mastered the concepts.

Re-teach the concepts taught in the morning session to the class, but use different handouts.

Pair the learner with one of the more advanced learners who likes to share knowledge.

Continue to teach the course as outlined, and after class offer to help the learner who has not mastered the concepts.

Business results

Environment

Learning effectiveness

Courseware

Use the provided material as a guideline and use additional resources to clarity the course.

Present the material as it is written and request the learners inform the company of the quality of the material.

Rewrite the course and deliver the newly written material to the class.

Request different material be purchased and reviewed before delivery of the upcoming class.

Demonstrate acceptable personal conduct

Demonstrate content expertise

Demonstrate flexibility in response to learner needs and interests

Demonstrate effective questioning techniques

The instructor selected and implemented appropriate delivery methods

The instructor used a variety of question types and techniques

The instructor used appropriate instructional media

The instructor used active listening techniques to facilitate learning

Purchase small USB drives that support encryption. Place the file on each USB drive and then ship the drives to the learners prior to the class.

Place the file on a media share website. Email the learners a link to the location of the document and ask them to download it prior to the class.

Print copies of the document and mail them to the learners prior to the class. Refer to the printed document during the virtual class session, and display it in the presentation.

Email the document prior to the class and have the learners figure out how to access it with limited bandwidth.

Plan to practice the second step of the model at the star of day two

Meet individually with the learners who seem to be struggling

Only focus on the first two steps of the model

Continue with the course as planned on day two

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.

Attempt to quickly fix the projector.

Move the class to another room.

Take a class break and find another projector.

Cancel the class and reschedule for a later date.

Suggestions that focus on procedures versus the concepts

Measurable results from summative assessments

Specific comments on errors with suggestions on how to improve

Comparing learner performance with other learners

Ask the learners if they have any questions

Ask the learners to introduce themselves

Tell a story to humor the learners

Review all of the learning objectives and start teaching the course

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.

direct the student to the course description.

direct the student to the school’s student handbook.

direct the student to a classmate.

direct the student to the course syllabus.

Stand close to the student while delivering the lecture.

Walk the student from the room.

Repeatedly tap the student on the arm to gain attention.

Ask the student to please take the call outside.

Postpone the course until learners attention can be on the material.

Acknowledge the event and accommodate learners.

Open the course with a joke to alleviate any tension in the room.

Begin the course and move directly into the material.

Turn all the lights on and then disable the lighting units near the front.

Inform the students they should not have to take notes to remember the material.

Perform the training without the presentation.

Print the presentation and allow students to write notes on the printouts.

Assigned seating

Instructor-led feature/benefit discussions

Fill-in-the-blank

Use closed questions

Game show using buzzer devices

Four weeks before the end of the course to allow time for processing

At least two weeks before the end of the course

Within the last week of the course

At the beginning and end of the course for comparison purposes

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.

Reduce the amount of time for questions and elaborate on the topics.

Put the struggling students in a group to accomplish tasks.

Have side conversations with the struggling students to develop a plan.

Ask the class more open-ended questions to determine the retention level.

Deliver a particular vendor’s material to the client to show the content.

Work with internal resources to decide which material is relevant.

Use pre-built material that maps to the general area the client wants covered.

On the first day of the course take a poll of the learners to see what is important to them.