TK0-201 Questions and Answers

Generates real-life data

Exposes the cause of performance problems

Allows the data to be anonymous

Yields data that is easily summarized and reported

Higher order

Clarifying

Hypothetical

Closed-ended

A benefit to the visual learner.

Distracting to the learner.

An excellent use of training materials.

A creative use of resources.

Ask other learners to provide an example to further clarify the material

Seek feedback from the learner to show they understand.

Restate the material with further examples and diagrams.

Proceed on to the next section of material.

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.

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

Hypothetical

Open-ended

Closed-ended

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.

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 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

Potential gains in participant productivity

How much the program will cost

The knowledge and skill of the participants

The type of incentive to provide for completing the training

Opportunities for questions and answers

Interpersonal skills

Group involvement

Management of course flow and training activities

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

Ask the IT staff to install a sound card on the presentation computer before the class starts.

Explain the video to the class rather than play it.

Create presentation slides before the class starts that contain screenshots from the video.

Perform a voice-over while the video plays

Directly ask the learner during the exercise if there is a problem.

Discreetly go over to the learner and ask if help is needed.

Call on the learner to answer a question.

Ask an advanced learner to assist this learner.

Content expertise

Proper use of non-verbal communication

Proper use of communication and presentation skills

A comfortable learning environment

Create supplemental handouts with the correct product information.

Call the manager of the development department and emphasize the department's incompetence.

Tell the client to take personal responsibility to ensure the mistakes are corrected.

Skip delivering that portion of the course until the material is updated.

Give the three learners various scenarios about how the acquired knowledge will increase their effectiveness.

Ask the three learners to share information they have learned from their real life experiences to the rest of the class.

Ask the three learners to lead discussions and aid the other learners in the class if needed.

Find out what the three learners know and focus on what they might not know about the subject matter.

Attempt to open the graphic on another computer and use that computer to run the virtual classroom.

During the class, ask the learners if they are able to open the given file type. If so, provide the graphic file via email.

Ask the provider of the graphic to provide a compatible file format of the graphic.

Re-create the graphic using another software tool.

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

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

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.

Clarifying

Probing

Closed-ended

Hypothetical

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.

Inform the class that they need to move on to new material.

Take the learner's questions into private chat.

Use the learner's questions to reinforce the material for the entire class.

Recommend the learner seek outside tutoring.

Ignore the participant completely. They should have logged in on time.

"Welcome! Glad you decided to finally join us today. Since you missed the opening exercises, you might want to just try back another day."

"Welcome! Please see the assistant to review what was missed."

"Welcome! Let me briefly review the content missed. We are currently on lesson two."

Proceed with the course at a beginner level

Ask the learners during introductions

Assume all learners' knowledge is equal

Administer a written pre-test

Overhead projector

Website forum

Structured handout

Vendor source material

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.

What did you do on your summer vacation?

What is your name?

How much longer is training?

Which action would reproduce the problem: adding or removing water?

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.

Conducting a debate on the topic’s validity

Presenting slide shows on the topic

Watching a movie on the history of the topic

Listening to real-life experiences on the topic

Probing

Direct

Open

Closed

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.

Have students contact their network support about the website.

Have students restart the virtual session and connect to the website.

Have students contact the company’s Internet provider about the website.

Have students contact the website’s tech support.

Meet with the student outside of class to discuss their interruption.

Direct the student to the course developer.

Explain that the course is pre-built and cannot be changed.

As time permits, include information about the missing objective.

During the course evaluations

During the course introductions

During a lecture on facts and figures

During a discussion about a procedure

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.

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.

Ask all participants to ensure that their microphones are muted

Use private chat to address the issue with the distracting participant

Ask an overhead question to identify the distracting participant

Address all participants humorously to avoid embarrassing the distracting participant

Use the public chat tool to point out the distracting participant

Use only closed-ended questions during the session

Arrange the classroom so that learners are in a circle

Send the class on break to refocus the learners

Use name cards to refer to each learner by name

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.

Reschedule the lab to facilitate the learning environment for all participants

Explain the Internet can be problematic and refer the learner to the help desk

Advise the learner to refresh the screen to clear the problem

Have the affected learners skip the lab and await further lecture

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

Have the learners introduce themselves.

Lecture on the topic and then ask questions about the lecture.

Have the learners stand around and talk to each other.

Give a survey to assess each learner's knowledge.

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.

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.

Tests

Learner's self-assessment and evaluation

Initial learner assessment

Instructor evaluation form

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.

Contact the training manager for suggestions on how to proceed.

Teach to the more experienced learners; the others will catch up.

Make the six learners that already know the material wait until the other learners catch up

Cancel the class and then divide the class into two difference courses.

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.

Have the facilities coordinator provide a projector.

Continue with the demonstration with all learners looking at the instructor's screen,

Continue the demonstration by explaining what is on the instructor's screen.

Postpone the class until the network becomes available.

Allow the learners to decide on a resolution.

Omit the topic from the course.

Tell the learners that controversy on this topic is normal

Produce authoritative references.

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.

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

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

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

Recommend that the prerequisite class be completed prior to returning

Assign an advanced student as a partner to help in learning

Allow the student to continue with the current course objectives

Offer to meet with the student after class for additional assistance

Conduct a pre-course assessment to defer any questions

Ask all participants to hold questions until the end to manage time

Prepare answers to common questions ahead of time

Only allow five minutes for questions at the beginning of the training

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.

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.

Clarifying

Probing

Closed

Direct

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

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

keep the learners engaged.

monitor learners’ progress.

speed up the pace of the lesson.

enrich the course content.

Abenefit to the visual learner.

Distracting to the learner.

An excellent use of training materials.

Acreative use of resources.

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.

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.

Give the students a break to absorb the information.

Watch for non-verbal communication from the students.

Create a hypothetical scenario.

Generate a skills inventory on the next subject.

Perform a teach-back through role play.

Ask probing questions to select students.

The learner is disturbing the group and should be removed.

The learner is displaying negative behavior and needs to be reprimanded.

The learner would benefit from additional explanation and clarification.

The learner may not be interested in the subject being discussed.

Talk to the student and ask them to turn the ringer off.

Tell the student not to return after lunch due to their interruptions.

Report the student to the client for disciplinary actions.

Take the student’s phone and return it after the class.

Ask the other learners if anyone understands the question.

Confirm understanding by restating the question.

Ask the learner to stay after class to clarify the question.

Answer the question with the information provided.

Ask the learner to restate the question.

Inform the students they do not have the prerequisite knowledge and cancel the course.

Prepare supplemental materials to cover the prerequisite knowledge.

Spend the first day covering the prerequisite material and drop the last day's material from the class.

Let the client know the students will not be able to learn the material and the trainer should not be blamed.

Lecture

Role play

Discussion

Brainstorm

Choose several delivery methods.

Ask for audience feedback during breaks.

Revise the content of training from session to session.

Review data and comments from surveys.

Probing

Clarifying

Hypothetical

Closed-ended

Clarifying question

Direct question

Open question

Probing question

Ask another learner to answer the question

Conduct a group discussion

Answer the learner’s question

Explain politics is not applicable to the discussion

The learner’s body language

The learner’s motivation

The learner’s test results

The learner’s question type

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.

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

Integrating typed text into visuals.

Explaining online visuals using jargon.

Combining visuals with audio.

Using visual props during presentations.

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.

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

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

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.