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

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.

Screenshots

Chat room

Online poll

Video conference

Scenario-based learning

Course surveys

Teach back

Situational interest

Exclusion from a list

Teaching how but not why

Poor managerial support

Success in problem-solving training

Recall in hypothetical situations

Listen to what the learners are saying.

Provide handouts to learners.

Set expectations at the beginning of the course.

Encourage learners to ask questions.

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

Manage the course flow and achieve learning objectives by asking the class to shorten their breaks and possibly return after a dinner break.

Achieve learning objectives by demonstrating the lab to the class then have them complete the lab together.

Group all slow learners together and offer extra assistance; have the other learners do additional labs.

Manage the course flow and achieve learning objectives by making the lab into a contest awarding a prize for the first three to finish.

calling on students with background experience that aligns with the subject matter.

allowing students to write answers on the board.

having students call out individual answers in a review quiz.

singling out a student to answer a specific question on the current objective.

Dismiss class early once a month.

Offer snacks and refreshments.

Vary learning activities every hour.

Provide more frequent breaks.

Provide more notes on the content.

Provide links to a website with more information on the material.

Provide detailed review of the material.

Provide tangible rewards for correct answers.

Will benefit from exchanging information with their peers.

Are allowed to practice and receive feedback on new skills.

Are allowed to reflect on their skill sets.

Will receive a lot of new information.

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.

Physical location of the students

Using more email exchanges

Variation of learning activities

The holiday schedule

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.

Suggest supplemental training resources at the end of class.

Inform the learners of the important information and that it will be added to the course material in the future.

Purchase additional training resources and incorporate them into the class.

Contact the course designer and recommend adding the additional material.

Continue using the video because it works at other locations

Use a few photos discussing what was covered by the video

Provide a link to download the video before viewing

Include the topic in the outline but skip over it in class

Answer the learner's questions by completely verifying their understanding of the subject.

Answer the question by referencing supporting documentation so the documents become tools.

Preface the answer with the learning objective and referenced section of the training course.

Create an open culture of information taken from every learner's background and job experience.

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.

Cover it just like the other material

Use a monotone delivery method

Change the pitch of delivery

Highlight in the instructor's manual

Use more pronounced hand gestures

Skip the first three chapters of the material and spend more time on the remaining material.

Skip the first three chapters of the material and reduce the length of the course accordingly,

Quickly cover the first three chapters of the material ensuring the learners actually know it.

Follow the syllabus and pre-set time table as the course has been designed.

The trainer asks a specific learner to answer the question.

The trainer asks if anyone in the class knows the answer.

The trainer answers the question.

The trainer asks all learners to read a specific page in the textbook.

Do nothing to allow for natural group dynamics

Correct learners who have differing opinions

Ask the learners to stop the discussion

Use active listening to manage the discussion

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

Assist the student in repeating the lab.

Complete the lab for the student to keep the pace of the class.

Explain to all students the mistakes that were made.

Restart the student’s computer to see if that fixes the problem.

Use closed questions

Refer to online references

Ask probing questions

Review last week's material

Regularly asking questions during a course helps to identify those that are paying attention.

Effective use of questions will enhance learners' conceptual understanding; encourage deep thinking and meaningful participation.

Using a variety of questions during instruction prevents anyone in the group from becoming disinterested with the same question types.

Questions asked often during a course will keep learners engaged, it is not important if they do not know the correct answer.

Have the learners brainstorm ideas on the topic.

Have the learners role play the topic.

Hold an open discussion on the topic.

Show the learners via a desktop sharing demonstration.

Ask the non-participating learner how they are doing and if they have any questions.

Re-assign the exercise as a group activity.

Alter the exercise for the non-participating learner to suit their learning style.

Offer a class-wide reward for the completion of the exercise.

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.

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.

Find out who the last trainer was and inform the trainer not to work for the client anymore.

Let the client know about the conversation and have them reassure the students.

Approach the students and tell them the last trainer was new and is no longer working for the company.

During the introductions to the class, present certifications and credentials.

Tell the learner that you are unsure but will email the learner with the answer.

Tell the learner when the topic will be covered.

Direct the learner to consult another student.

Ask the learner why it is important to have this information.

Click the No button

Call the tech support line to forward the question

Email the question to the instructor

Send the question over the chat line

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

At the end of the first day, make sure students receive a link to the files so that they can download them.

Provide students with a link to the files so that they can download them when needed.

Make sure an email is sent with a link to the location with instructions to download before class starts.

During class introduction, ensure that students receive a link to the files so that they can download them.

Explain that the contract requires teaching to the outline without deviation and begin the course as planned.

Clearly mark areas for quick review and speak to management at the first opportunity.

Excuse the students who already know the material and arrange for an advanced course.

Change the outline to satisfy all students’ expectations.

Go to the learner privately and ask if there are any questions to clarify the material.

Ask the learner in front of the class why they do not understanding the material.

Make note of the learner's facial expressions, continuing on with discussing the topic to see if they later understand the subject.

Ask the learner to come forward and demonstrate the information that was just presented.

Computer-generated printouts of the material

Video podcasts of the training sessions

Audio files explaining the processes in the class

Virtual training sessions providing a comfortable environment

It measures the application of the skills taught.

It validates the quality of the course material.

It requires the learners to use what they learned.

It helps to reinforce the learning concepts.

Give the class an extra break to refocus the group.

Finish the conversation and adjust the remaining class time and objectives.

Guide the discussion back to the objective.

Overlook the off-topic conversation and continue with the discussion.

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

Use humor that will create a positive mood.

Tell the learners that the class will run late that day

Have the learners introduce themselves.

Proceed with the course material.

Ask closed-ended questions that will likely provide an opportunity for more in the group to get involved.

Ask rhetorical questions to involve the entire group by getting them to think deeply, this practice can add emphasis to what is being discussed.

Ask effective, clear, logically sequenced open-ended questions; this will increase learner involvement.

Ask questions and allow learners to call out the answer without calling on anyone specific to ensure all are involved.

Have the second instructor perform a self-evaluation.

Have the first instructor provide feedback to the second instructor's teaching techniques.

Report the evaluation to a supervisor and have the instructor replaced.

Have the class re-evaluate the second instructor using an alternate method.

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.

Discreetly talk to the learner and explain proper classroom etiquette

Give the learner a disapproving look until the talking stops

Use humor in front of the class to keep the learner quiet

Tell the learner to leave the classroom

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.

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.

Minimizing note taking provides a new approach that will likely gain the approval of the student group creating a pleasant learning environment.

The instructor will waste valuable time giving instruction on note taking prior to delivering the presentation.

Instructor notes given to learners will contain more detail and will ensure that all the learners have the same information to work from.

The effort required in extensive note taking could be better directed toward the processing of the information being presented.

Review basic concepts with entire group

Provide constructive feedback

Suggest peer tutoring

Avoid calling on those learners

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

Give the learner encouraging comments.

Assign an easier lab to increase the learner confidence.

Recommend that the learner take a pre-requisite class to increase their confidence.

Give the learner extra materials to practice the exercise.

Inform the learners that most of the same material will be covered in the next class session.

Have the learners watch a recorded session of the class.

Request that those learners with bandwidth issues be moved to an in-person live class,

Cancel the current session and schedule a make-up 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

Generates real-life data

Exposes the cause of performance problems

Allows the data to be anonymous

Yields data that is easily summarized and reported

Hand out written instructions so the learners can refer back to them

Demonstrate the assignment for the learner

Review the instructions and check for understanding

Email the instructions before the course starts so the learners can prepare for the assignment

Keep the course content brief so the learners can remember the materials.

Test participants throughout the learning experience,

Have the learners repeat back key concepts of the training to the instructor.

Emphasize how the learning can be immediately applied to their jobs.

Study objectives

Pre-requisite knowledge

Inferred knowledge

Course objectives

Offer more assistance to Group Band give Group A an extended break

Offer Group B incentives if they can keep up with Group A's work

Combine both groups together and let them work on the material.

Switch some of the individuals from Group A to Group B

Hypothetical questions

Guiding questions

Direct questions

Closed questions

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

Allows the instructor to deliver exams to each student

Allows the learners to interact with one another

Allows the instructor to survey the class

Allows the instructor to see which learners are participating

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.

The instructor compared learning achievements to learning objectives

The instructor failed to monitor learner progress during training

The instructor failed to properly motivate the class.

The instructor used too many delivery methods during training

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.

Higher order

Clarifying

Hypothetical

Closed-ended

Higher order

Hypothetical

Open-ended

Closed-ended

Evaluating the course and modifications made during the course

Giving the learners a grade

To emphasize the amount of work the learners did

Use to report the work to the learners supervisors

Present a copy of the pre-test results to the organization.

Prepare a written report on student progress halfway through the course.

Conduct periodic evaluations of students throughout the course.

Present the results of the final test to the organization.

Report the failures to the organization at the end of the course.

meet the participants after work at their favorite restaurant.

weave into the discussion something personal about each participant.

dress in very casual attire so the class feels comfortable with the trainer.

spend break time swapping jokes with the participants.

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.

Open

Probing

Closed

Hypothetical

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.

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.

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.

Post a discussion on a relevant topic.

Open private chat windows during the lecture.

Assign a paper about student experiences.

Share student’s personal email addresses.

Unless mentioned by another student, avoid the topic.

On a break acquire an air freshener.

Interrupt the lab to ask the members of the group if they want to be reassigned.

Have the class go on a break and discuss the issue with the student.

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.

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.

To encourage all learners to get to know each other and build rapport.

To slow down the pace of the class when there is limited content.

To allow the trainer to see which learners work best with each other to create a group of the best students.

To allow learning without building self-confidence.

Ask the learner to repeat the response.

Ask other learners what they think about the response.

Restate the question again to the same learner.

Ask clarifying questions about the response.

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.

The trainer’s home phone number

The trainer’s email address

The company representative’s phone number

The trainer’s company website address

How many steps are in the process?

What are the steps in alphabetical order?

What would be the eighth step?

What is your favorite step?

What is the fourth step of the process?

Why are there not nine steps?

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

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

Clarifying

Probing

Closed

Direct

Suggest that someone be brought in to assist these learners.

Ask other learners to assist during the course.

Slow the pace of the course even if all the material is not covered.

Try to translate any sections that might be difficult.