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

Higher order

Clarifying

Hypothetical

Closed-ended

Contact facilities management to try to find a prompt interim solution.

Stay on task and use humor to distract.

Cancel class for the remainder of the day and start fresh the next morning.

Tell the learners they have to endure the heat and the problem will be addressed later.

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.

The instructor should include more handouts, charts and graphs in the instruction period; this will keep the learner on task.

The instructor should remind the learner of the benefits of one-to-one instruction and that they need to apply themselves more during the instruction periods.

The instructor should assign additional research to the learner; this will increase the learner's familiarity and interest in the subject.

The instructor should strive to find out what interests the learner and incorporate these things into each instruction period.

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

Administer a written exam for the class on the course.

Give the class a course evaluation.

Use formative assessment to monitor the classes' progress.

Have one of the learners do a hands-on example.

Review the presentation in more detail.

Hand out copies of the procedure from the slide presentation.

Ask probing questions to trigger the learner's memory of the procedure.

Quickly lead the learners in a question and answer session.

Prior to a class by the manager of the organization

After signing-up for the class by the training coordinator

Once the class starts by the instructor of the course

Once the class starts by the training coordinator

Prior to signing-up for class by the training coordinator

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.

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.

It creates opportunities for learners to contribute to the discussion and apply course content.

It keeps all of the learners engaged and prepared to answer a question.

It is less likely that the learners will answer them incorrectly.

It enables a less knowledgeable instructor to question a class.

A pre-class and post-class assessment

A verbal quiz to be given at the end of each course topic

A comprehensive lab that incorporates all of the skills taught in the course

A written exam to be given at the completion of the course

Contact the course designer and ask to send new objectives that meet learner's expectations.

Provide resources for learners to go beyond the class objectives.

Ask the learners to design the objectives for the course.

Reconcile any discrepancies between the objectives and the expectations.

Probing

Closed-ended

Higher order

Open-ended

Request assistance to locate outlets or for an extension cord to be run into the room.

Instruct the learners at the beginning of the class that laptops will not be used in the course.

Run the class on battery power using the laptops as minimally as possible.

Select a different room that accommodates twelve learners and has visible outlets.

Refer the question to another learner.

Repeat the question back to the learner.

Ask the learner if the question was answered.

Answer the question immediately.

Quiz the learner on the material.

Take a break and have technical support address the problem.

Lecture from the instructor notes until the next break.

Dismiss the class until the projector can be fixed.

Have technical support correct the problem immediately during class

An activity that uses questions to lead learners to the application of knowledge.

An active listening technique used in a classroom setting.

An activity that encourages learners to ask and answer their own questions.

An activity that creates opportunities for learners to contribute to the discussion.

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.

Contact the IT staff to determine when the Internet connection will be available.

Ask the learners to complete the evaluation form after returning to their desks.

Submit in the post-class report why evaluations were not complete.

Provide paper copies of the online evaluation to the learners.

First explain to the class how the materials apply to Brand X. and then do the same for Brand Y.

Do not mention either brand by name, but refer learners to the manual covering each of the respective brands.

Provide a guide that relates Brand X to Brand Y computer functions

After providing the planned instruction on the Brand X computers, discuss differences that Brand Y computers present to the user.

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.

Have a time management discussion with the learner after the lecture.

Interrupt the lecture and acknowledge the learner's return.

Stop the lecture and quickly review with the learner.

Continue on with the class and discuss time management with the entire class.

The incentives should be geared towards individuals and not the group as a whole.

The incentives should be used to gain the learners attention.

The incentives should be given out freely as encouragement to the learners.

The incentives should be considered by the learners as appropriate and necessary.

The quiz did not cover the class concepts effectively

The learner has mastery of the information tested.

The quiz motivated the learner.

The answers to the pop quiz were distributed prior to class

Ask to team teach the course with an expert

Accept the offer contingent upon six weeks of preparation time

Decline the offer based on lack of knowledge of accounting principles

Accept the offer and learn the content by observing accounting experts

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

It allows the questioning period to proceed quickly and effectively.

It allows qui ck assessment of learner knowledge in a virtual environment.

It creates opportunities for learners to contribute to the discussion.

It provides an opportunity for the first learner to respond, to direct the discussion.

Practical exam

Open-ended questions with a scenario

Essay question test

Pop quiz

Likely, because the offering of additional learning exercises extends the learning concepts detailed in the courseware

Likely, because the instructor is using experience with the courseware to supplement where necessary.

Unlikely, because the instructor is relying on student motivation rather than instruction techniques.

Unlikely, because the offering of additional material would be of little relevance to the students.

Ask learners to come after class and redo the assignment.

Redirect the learners who deviated from the directions.

Change the pairing of learners to prevent further deviation from assigned tasks.

Bring the learners deviation to the attention of the class and make them an example.

Create opportunities for learners to contribute to the discussion

Plan and use a variety of reinforcement techniques during training

Adapt learning methods as intended by the course designers

Enhance, substitute or create media as appropriate

Download all the websites’ content and store it on an internal server.

Write the website publishers for permission to direct students to their sites.

Ensure all the website links are still valid and working.

Ensure the sites have malware installed to redirect the student.

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

Multiple answer questions

Essay questions

Multiple choice questions

Matching questions

The number of learners taking the course.

Opportunities for students to contribute to the class.

Comparing and contrasting upcoming local events.

Additional content at the trainer’s discretion.

Real-world examples of practical applications.

personalizing the course.

summarizing the learners’ skills.

evaluating performance.

surveying the class.

classroom engagement.

trainer performance.

group dynamics.

active listening.

Active listening

Quizzes

Written exams

Direct questions

Group activities

send each participant an email quiz on the steps of the model two weeks after class.

provide each participant with a laminated job aid which outlines all the steps of the model.

ask that the participants call the instructor within one week to inform the instructor how they are using the model.

ask that each participant’s manager discusses the class content with their employee.

Room conditions (e.g. temperature, lighting, chairs)

Keeping the learners motivated

Providing frequent breaks

Positive instructor evaluations

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.

Divide the class into groups

Utilize overhead-direct questions

Continue asking overhead questions

Avoid asking further questions

the open question type is more difficult to write.

the closed question type is more conducive to online environments.

the closed question type does not require perfect grammar.

the closed question type will illicit a short response.

Present the material in front of a senior instructor

Consider reviewing the material again

Assess the validity of the evaluations based on the score of the students

Ensure that the trainer is knowledgeable in the subject material

Inform the student of the location in the materials and which objective the class is currently covering.

Make the student wait until the next break of class before allowing them entry into the room.

Let the student discuss with a neighboring classmate the current learning objective.

Make the late student stay after class to cover what was missed.

way to get the correct answers before the other students.

method of confirming the intelligence of the instructor.

distraction so other students in the class can cheat.

sign that the student has not fully grasped the information.

Email the students a corrected version.

Search the Internet for the students’ phone numbers and call them.

Contact the client’s IT department to see what they think should be done.

Ignore it since some of the missing data is in the book.

Deliver the training and omit overhead projection until a different time of day.

Ask if there is another room available in the facility that will accommodate the course.

Use pages from the easel pad to block light from the windows.

Contact the building’s facilities manager to provide a different projector.

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.

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.

Adjust the pace of the training and check periodically with the participants to see if further adjustments need to be made.

Set expectations for the training at the beginning so the participants will know what pace to expect.

Continue the training as delivered because the leader’s guide was followed and that is what was most important.

Test participants at the beginning of the course and exempt anyone who makes a predetermined score.

Abenefit to the visual learner.

Distracting to the learner.

An excellent use of training materials.

Acreative use of resources.

Provide the class with the instructor’s contact information

Designate a time after the session for individuals to print the training manual

Have the group exchange contact information and emails

Provide support documentation via the web

Students’ evaluation of the learning environment

Students’ evaluation of the objectives for the course

Students’ evaluation of the pace of the course

Students’ evaluation of the course content

enhancing and engaging learners through appropriate anecdotes stories and analogies.

opening a training session and facilitating group activity in a positive way.

handling relevant learner inquiries on topics for which the trainer has less expertise.

using activities and media to support learning objectives to handle minor problems.

Lecture

Role play

Discussion

Brainstorm

Cause anger and frustration.

Create opportunities for learners to contribute to the discussion.

Confuse the learners.

Encourage resourceful learners to answer their own questions.

Discuss with the contact about an additional class session to cover the missing material.

Contact the course developer and report the missing topics, providing suggestions where appropriate.

Purchase material from a different vendor for future classes on the subject.

Create material for the missing topics and send it on to the course developer for inclusion in future versions.

When the student makes a mistake point it out to the class to embarrass them.

Publicly announce that the interruptions will not be tolerated.

Ask the student’s boss to leave the class in order to stop the interruptions.

On a break talk to the student and ask them to limit their interruptions.

move the desks to block the aisle so that students cannot walk there.

teach the class without using a projector and have it removed.

inform the client and ask to have the cord taped down.

cancel the class because a safe environment cannot be maintained.

Allow the advanced students to leave during lab to open up computers for the other students.

Make some of the students skip lunch to perform their labs.

Send half the class to lab while continuing to lecture the others.

Partner the students together so that the advanced students can assist the others.

asking the student’s supervisor how much the student learned at the completion of the course.

using an evaluation at the end of the course.

asking the student to evaluate what was learned.

monitoring the student throughout the course and evaluating progress with an exam.

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

Cheating

Confused

Angry

Focused

The trainer is an expert and the learners do not have questions.

Only open-ended questions are being asked and learners do not know the specific answers.

The trainer is providing positive feedback when questions are asked.

The trainer is not pausing long enough before answering the questions themselves.

Ask each learner to stop disrupting the lecture.

Open opportunities for learners to ask questions.

Have the learners removed from the lecture.

Discontinue the lecture until the learners are quiet.

The instructor evaluation form

The course evaluation form

The employment opportunities

The outline for the first lesson

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

"What are the causes of …?"

"Yes or no…?"

"Which do you like better…?"

Probe learners for information

Tell stories during the class

Use a variety of techniques during training

Provide end-of-course exams

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.

Use the administrator control panel in the virtual classroom client to cut off access for the irate user until the learner is calm.

Send the user a private chat message explaining the concept better and add a positive emoticon to calm the learner.

Reply to the class and ask the class to use appropriate netiquette when responding to any messages.

Rephrase the comment into an anonymous question in case other learners are confused and discuss as a group.

Objective evaluation

Formative evaluation

Skill transfer

Summative evaluation

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

Keep all interactions public within the virtual classroom.

Create a discussion forum for the trainer to use with the learners.

Use private chat rooms with trainer monitoring.

Force particular disagreements to be directed to the entire group.

Various questions to each learner individually

Ask probing questions to individual learners

Use an online multiple choice exam

Perform a survey of the class and the understanding of the topics

Ignore the problem and work with the student during a break so the class is not disturbed.

Concentrate on getting the student's technical problem solved so they can learn with the rest of the class.

Try to quickly analyze the problem to resolve the issue.

Have another learner help the student while the instructor continues teaching.

True/false questions

The Likert scale

Open-ended questions

The comment section

Determine and apply appropriate motivational strategies for individual learners.

Provide assistance for learners to identify and achieve initial, intermediate and terminal objectives.

Control the flow and timing of the course based on learner needs ensuring that objectives are covered.

Monitor learner comfort level during the use of participatory activities.

Content expertise

Proper use of non-verbal communication

Proper use of communication and presentation skills

A comfortable learning environment

Future content and training outcomes.

The development of media relevant content.

The course objectives and goals.

Assessing the learner’s current skills and abilities.

Electronic newsletter

Blog

Email

Telephone

continue talking while writing on the board to maximize time.

use abbreviations on the board when possible to save time while instructing.

use technical jargon when possible to gain rapport with the learners.

use correct vocabulary, grammar, and syntax in both verbal communication and board writing.

Stop using the screen to present the slides for class

Discontinue using the slides

On the next break print out the slides for the students

Turn the lights off in the classroom to allow better viewing of the slides

Role playing

Brainstorming

Lecture

Demonstration

Use student-owned mobile phones with projected still images.

Use an electronic student response device for each team in a game.

Use electronic student response devices with a game.

Use presentation remote devices with an online video game.

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

Ask the advanced learners for a volunteer to assist the lesser experienced learner.

Set up a private consultation with the learner to create an action plan.

Provide the learner with an audio tape for review after class.

Ask the learner which advanced learner they would prefer to work with.

Make paper copies of the presentation to distribute to the class.

Rent a projector and screen to deliver the presentation.

Refuse to deliver the training course because the environment does not meet the requirements.

Explain that a great presentation was prepared but a lecture approach will be used.

Be sure to enunciate all appropriate jargon and acronyms so the students learn the material

Speak very slowly and distinctly so the students cannot misunderstand

Reschedule the class until proper accommodations can be made for the students

Speak with those who arranged for the class to discuss appropriate options

Bring statistics from other classes

Explain this is part of their job responsibilities

Use multitasking teaching methods

Involve other classmates in the explanation

Focus on the benefits of the objective