TK0-201 Sample Questions Answers

Post signs in the break room asking for quiet.

Talk louder so that the students can hear more easily.

Report to the company and have the break room closed.

Work with the noise since the training is onsite.

Delay the class until proper arrangements can be made

Cancel the class

Prepare to teach without any visual aids

Prepare handouts of the slides

personalizing the course.

summarizing the learners’ skills.

evaluating performance.

surveying the class.

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.

Spend the entire class on a demonstration so that the students are fully engaged

Use an outline of the objectives and engage students by name

Ask the manager to monitor the course so that the students know they are being watched

Begin the class with a funny video

Let the instructor keep on going because the training has to get done

Have the instructor explain the colloquialisms to the learner and go on

Have the instructor tell the learners to take a break and correct the instructor

Go to a private chat and explain to the instructor what they are doing wrong

Reassure everyone that they will perform well and monitor their progress on a more personal basis.

Give the learners extra time to complete the exercise.

Present the lecture portion again to reinforce the exercise and then follow up with a question and answer session.

Tell a humorous story to make the learners feel more comfortable during the exercise.

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.

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.

Teach from the revised material and give additional information to complement the material based on instructor's expertise.

Deliver the revised courseware and explain to the learners that other material is available upon request.

Instruct the learners using the revised course material and solicit feedback from the learners about the material.

Inform the learners that the revised material is a good reference but teach from the previous edition of the course.

Ask the learner why they are having so much trouble with the lab.

Verify the learner's steps; guide the learner through the next uncompleted steps by using encouraging words.

Ask the learner to watch as the instructor completes the exercise first, and then reset the exercise so the learner can complete it.

Quickly create a task list on a whiteboard providing more clear step-by-step instructions for the whole class to use.

Provide instructor introductions.

Start right into the lesson with no introduction.

Hand out supplemental course materials.

Identify the course and state the objectives of the course.

Explain the logistics of the course.

Ask other learners if they had issues with the course.

Offer the learner a refund on the course,

Ask the learner if they had an issue with the course.

Invite the learner back to retake the course.

Schedule a brief meeting with the development team to understand the purpose of the exercise.

Meet with the development team to provide feedback on past experiences,

Conduct the class and skip the exercise entirely.

Modify the exercise to one the instructor likes better.

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.

Hypothetical questions

Guiding questions

Direct questions

Closed questions

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.

Ease tensions associated with many courses.

Enhances the instructor's technical competency.

Helps to determine team building groups.

Determines the class objectives.

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.

Instruct the client that the course can only be run with the laptop rental fee.

Bring one laptop and a projector to display presentations and demonstrations.

Increase the price of the class and say the laptop usage is free.

Explain the best return on investment (ROI) will be realized by hands-on training.

Explain to the ten participants present that this was not an error on instructor's part, suggest that they speak with the scheduler to voice their concerns.

Conduct individual interviews at the end of the session to provide insight on whether this type of mistake happens frequently.

Inform the client of the discrepancy and begin the course on time.

Suggest to the client that the class be cancelled and rescheduled for another time.

Hard copy notes from the auditorium presentation showing state-of-the-art technology in use.

Instructor supervised lab while learners have work benches and stools to use if desired.

Detailed instructions of navigating the source website for future resources.

Verbal and visual lecture while learners have comfortable desks for note taking.

During the course evaluations

During the course introductions

During a lecture on facts and figures

During a discussion about a procedure

Ask for everyone’s attention and review the classroom rules

Move to the back of the room and read the social networking posts

Extend the length of the break and begin at a later time

Ask that all cell phones are brought to the front of the room

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.

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.

Divide the class into groups

Utilize overhead-direct questions

Continue asking overhead questions

Avoid asking further questions

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.

Print and distribute copies of the course objectives

At the beginning of class inform the students of the issue

Record the sessions for review after the class is over

Outline the cover material at the beginning of the class

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.

Tell the learner that their fears are unfounded and to relax.

Inform the learner they will receive from the course what they put into it.

Remind the learner that the course is designed for their level and they should do fine.

Offer to speak to the learner's supervisor.

Demonstrate steps for the lab while the learners write them down

Ask an advanced learner to guide this group so they do not fall behind

Patiently reiterate instructions as the questions come up

Focus instructor attention on these learners so they do not fall behind

The instructor is establishing credibility and using appropriate communication skills.

The instructor should avoid using jargon and acronyms before explaining them because it could confuse the learners.

The instructor is establishing credibility but is not using appropriate communication skills.

By using jargon and acronyms the instructor is being arrogant and showing off their skill level in the subject matter.

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.

Inform the customer that updated material is available.

Ask the learners if they want to use the old material or the new material,

Use the present material because the learners will not know the difference.

Modify the material to meet current standards and teach the class.

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.

Authentic assessment

Learning

Skill transfer

Active listening

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.

Disable the chat feature to avoid interruptions by learners

Review the policy on proper etiquette for online chat

Post the lesson online for learners to view

Have learners podcast their comments to the instructor

Survey the comfort level of the learners in the class.

Continue on with class and ask the learners to wear more layers the next day.

Assure the learners that the class will end on time, and that the temperature is not that extreme.

Contact the facilities manager for the class and ask that the temperature be adjusted.

Content expertise

Proper use of non-verbal communication

Proper use of communication and presentation skills

A comfortable learning environment

The instructor evaluation form

The course evaluation form

The employment opportunities

The outline for the first lesson

Move on to new material as there is a lot more to cover

Review the content again

Explain that it will become clear later

Solicit the class for relevant stories

Relay anecdotes illustrating the use of the material

Continue to conduct the training session

On a break talk to the student in private

During introductions ask all the students about their personal relationships

Inquire about the student to ensure they are not in a relationship

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.

Give the students a paper quiz.

Ask students at breaks if they are learning anything.

Ask the students probing questions by name.

Send a message to their managers explaining they are not responding.

Brainstorm

Lecture

Role play

Virtual

response in a virtual class is too time-consuming for discussions at the start of class.

virtual learners will be thrown off; they are expecting visual presentations.

open-ended questioning is inappropriate for a virtual class.

personal commentary is contradictory to the efficient impersonal design of virtual classes.

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

Ranked

Essay question

Multiple-choice

Short answer

Post a multiple-choice exam

Invite students to email each other

Create a writing assignment

Divide students into groups

Tell the students the client wants it colder and suggest the use of jackets.

Express to the client that the temperature should be raised.

During a break, purchase a heater and put it in the room.

Block the cold air vents to raise the temperature of the room.

Request the client to use a known book

Search the publishers’ website for current errata

Postpone the session

Contact the book author requesting changes to the book

It allows the instructor to engage more than one participant with the same question

It prevents the instructor from injecting value judgments on the material being presented

It allows the instructor to test an individual’s understanding against a performance objective

It prevents participants from upstaging the instructor

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

Hand out course evaluations.

Summarize the topics discussed.

Conduct a course overview.

Give examples on specific topics.

Address the issue in private with the student at the next break.

Address the issue by removing the student from the classroom.

Address the issue publicly in front of the class.

Address the issue by ignoring the student.

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.

Make the exam available just before it is to be taken.

Set a password to open the exam during class time.

Make the exam available only on the date specified.

Ask students to keep the password a secret.

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.

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.

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

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

The learners were disinterested in group discussions about the topics.

The learners were neither familiar with nor understood the assigned topics.

The learners were not comfortable with the members of the group.

The learners were ready for a break and the instructor failed to recognize this.

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.

Closed-ended

Guiding

Open-ended

Hypothetical

Call on individuals by name to engage them.

Have each learner take turns asking and answering a question.

Ask for raised hands if they know the correct answer.

Move closer to the participants in order to actively engage them.

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.

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.

The company that pays to have its employees trained

The person who schedules trainers

The instructional designer

The other trainers who teach the same course

Closed-ended

Open-ended

Clarifying

True/false

Remove the learners from the course for their unprofessional behavior.

Correct the learners for joking about the facilities and remind them about professional behavior.

Join the conversation and avoid negative comments about the facilities.

Join the conversation and joke about the facilities.

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

Provide a link to the course requirements with a tutorial.

Remove the learners from the class and have them return after a general computing course.

Email each learner welcoming them to the class and have them introduce themselves.

Have the learner's advisors train the learners on the virtual environment.

Likely, because the more advanced learners will feel flattered by being asked to act as tutors.

Likely, because the less advanced learners will respond positively to peer tutoring.

Unlikely, because the more advanced learners might not have any teaching experience.

Unlikely, because instructional time will be reduced for the less advanced learners.

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.

Read the comments to gain understanding of the low scores to find specific areas to work on.

Re-develop the course from scratch.

Practice the course in front of other instructors to receive direct feedback on how to improve.

Contact each learner and ask for clarity on their responses.

keep the learners engaged.

monitor learners’ progress.

speed up the pace of the lesson.

enrich the course content.

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.

Classroom ranking scale

Self assessment

Grading rubric comparison

Percentage score

Dismiss the employee with the lowest increase in productivity.

Reward the employee with the highest increase in productivity.

Provide a bonus to the trainer if productivity increases.

Provide a bonus to all employees that increase productivity.

Cause anger and frustration.

Create opportunities for learners to contribute to the discussion.

Confuse the learners.

Encourage resourceful learners to answer their own questions.

blended learning.

synchronous learning.

structured experience learning.

asynchronous learning.

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.

Identify a hidden eighth step.

Use listening techniques to understand learner questions.

Manage course flow.

Lead learners from recall to application.

Tell the students that this is a necessary skill that will benefit them.

Review the course again emphasizing that this will benefit them.

Ask for examples from other students on how this may benefit them.

Re-teach the lesson emphasizing that this will benefit them.

Ask the learner to get a copy from another learner

Inform the company of the issue

Continue with the training and provide the missing page after the next break

Inform the learner that it was an error by their quality control department

A multiple-choice exam

An essay exam

A five-page annotated paper

A short-answer exam