Free and Premium CompTIA TK0-201 Dumps Questions Answers

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.

Require the student to re-take the evaluations

Meet with the student in private

Have the student partner with an advanced student for labs

Adjust the course to increase the number of labs

Probing

Direct

Open

Closed

Divide the class into groups

Utilize overhead-direct questions

Continue asking overhead questions

Avoid asking further questions

explain there is less of a learning curve to adapt to the new features as opposed to the old procedures.

provide a visual guide in the presentation demonstrating the ease of use compared to the past system.

center the lesson on activating prior knowledge in relation to the job function.

provide written documentation on the new features and ask students to follow along throughout the lesson.

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.

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.

Create a data dictionary

Read the handout backwards before approving it

Consult a recognized style guide

Solicit a colleague as a proofreader

Create session summaries

A broadcaster’s voice and cadence

Maintaining a positive attitude toward the training materials

Immediately handling questions in areas outside of the trainer’s expertise

Having a perfectly worded script that can be easily read during the training

Devising a role play where the salespeople practice delivering a script, explaining the advantage to a machine operator

Inserting a video of the chief engineer discussing how working around a patent issue led to developing this key advantage

Demonstrating how to clear a paper misfeed from the client’s brand of equipment and acting out the same process for the competitor’s equipment

Developing an accelerated learning type of exercise, teaching the representatives to draw the paper path of the training client’s brands

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.

Use a variety of activities that will quickly engage the students.

Train the students only on the content in which they are interested.

Convince management to delay the training until employees are committed to the training.

Ask the students why they do not want to attend and then make adjustments accordingly.

Converting all documentation to web formats and hosting them internally.

Converting all documentation to PDF (downloadable) formats and hosting them externally.

Converting all documentation to web formats and hosting them externally.

Converting all documentation to PDF (downloadable) formats and hosting them internally.

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.

Cognitive load

Attention to prior knowledge

Meta-cognitive skills

Encoding and transfer

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.

Cause anger and frustration.

Create opportunities for learners to contribute to the discussion.

Confuse the learners.

Encourage resourceful learners to answer their own questions.

Direct the student to additional resources.

Consult the student's transcript.

Suggest that the student drop the course.

Contact the student's advisor for an explanation.

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.

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.

Mix in the more experienced students with the less experienced students

Keep the more experienced students together

Disregard the experience level and arrange students alphabetically

Make sure the less experienced students are in the back of the classroom

To determine improvements that need to be made

To provide intrinsic motivation to the students through grades

To gauge the amount of training that occurred over the course

To measure the amount of learner participation throughout the course

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.

Review the content and ask if there are any questions.

Conduct practical applications to assess learning.

Ask the learners to evaluate the instructor.

Ask closed-ended questions to assess learner knowledge.

Select partners and conduct peer reviews.

Tell learners to conduct research if they have any questions.

Verifying the IT department has provided enough WAN links for the asynchronous students

Preprinted papers that supplement materials from the courseware

Connecting the camera so the remote students can see the trainer

Helping remote students to log in

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.

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.

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

Cancel the training

Notify the appropriate people

Teach the course

Delay the training

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

Verbal feedback

Virtual case studies

Written comments

Written assessments

Verbal evaluations

Ask the learner to hold the question until a break and then discuss the question.

Ask the learner to rephrase the question.

Ask the class to rephrase the question.

Ask the learner to research the answer and share their findings with the class.

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.

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

Building a model of success socially

Exploitation of personal interests

Using criterion-referenced learning

Utilization of situational awareness

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.

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

Website links to external websites

Demonstrations during the session

Close-ended questions during the session

Host discussion areas on the website

Decide what skills they will achieve

Develop their concepts around the objective

Decide the objectives

Determine how they learn

Create empathy with the students by stating you do not want to be there either.

Allow students to determine their break times to provide them a feeling of control.

Rush through the material so that the class ends early.

Inform students that their participation in the class will be evaluated and reported.

Teaching how but not why

Poor managerial support

Success in problem-solving training

Recall in hypothetical situations

Ask the learner if they would like to assist in room preparation and class documentation.

Ask the learner if they would like to prepare to teach a lecture of the class.

Ask the other learners to quiz the expertise of the advanced learner.

Ask the learner to cite real world examples to use in class.

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

Review or revisit call center standards.

Create a special session just for the managers.

Provide a cheat sheet for the add-on products.

Monitor the agents for a week to truly understand their world.

True/false questions

The Likert scale

Open-ended questions

The comment section

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

Learning is enhanced through interaction and conversation

Designate someone in the group to be the leader

The group's individual knowledge of the members of the group

The amount of time it takes for each group to solve an issue

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

Learners need to complete a small part of a larger project without seeing the final outcome.

Learners are paired with the members they feel most comfortable with.

Learners have more autonomy over the direction of the activity.

Activity is relevant to the learners job function as it relates to the material.

Skill level is below that of the class, making the activity easy to complete and building the learners esteem.

Discussion

Reading

Lecture

Demonstration

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.

Use a whiteboard or flip chart to draw a graphic that illustrates the concept.

Redirect the question to the class using active listening.

Ask the learner to remain after class to discuss the concept further.

Ask the learner. "Which aspect can I help explain further?"

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.

Ask the learner to see the instructor during a break

Answer the question as the instructor understood it

Ask another learner if they understood the question

Ask the learner to repeat the question

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.

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.

Remove the difficult areas of the course.

Ask the course designer to rewrite the objectives.

Recommend that the course be cancelled.

Recommend that a pre-requisite course be created.

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

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.

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.

Appropriate non-verbal communication techniques that help to keep learners focused.

Inappropriate techniques to use during lectures.

Offensive to the learners and should be avoided.

Inappropriate non-verbal communication techniques that is distracting to the learners.

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.

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.

Verbally confirm the learner understands and provide another explanation

Provide the same answer and ask if the learner understands

Wait for a couple minutes to determine if the learner comprehends the answer

Ignore the look on the learner's face and move on to the next point

Physical learner

Visual learner

Auditory learner

Kinesthetic learner

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

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

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.

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.

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.

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.

Ask each student about their level of knowledge about the content in order to tailor the courseware

Incorporate more demonstrations during course delivery to make the content more interesting.

Immediately discuss the nature of the situation with the course contact and ask how much of the content should actually be taught

Reschedule the class after a skills assessment to better prepare for the class.

Assign independent labs for each concept

Provide a technical document for each concept

Apply real world examples for each concept

Spend more time in open discussion

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

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

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

Take the learner aside and inform the learner of the dress code policy.

Point out the violation of dress code in front of the other learners.

Remove the learner from class until they adhere to the dress code.

Give all the learners a break and address the situation with the point of contact

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.

Clarifying that there are no winners or losers in the classroom

Allowing the student to make multiple attempts at the labs and providing praise for effort

Explaining that the student’s learning disability is the cause of a failure

Providing customized labs that can be completed successfully by the student

Create an opportunity to use the questions on the final exam.

Encourage students to ask and answer questions themselves.

Evaluate and monitor student progress.

Improve the instructor's active listening skills.

Future content and training outcomes.

The development of media relevant content.

The course objectives and goals.

Assessing the learner’s current skills and abilities.

Purchase the equipment and material needed for the training course.

Conduct a needs assessment with the company managers.

Develop the training course and then ask the company to review it for accuracy.

Ask for a list of personnel that will be attending the training.

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.

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.

Put the class on break

Start the next lesson

Begin a thorough review of the lesson

Solicit stories from the students

Watching a video

Role play

Silent reading

Flip chart exercise

Ask the student to hold off until the end of the lecture

Interrupt the student and answer the question

Occasionally ask for clarification

Review the objectives

Cut the lecture in half and offer virtual content for self-paced learning.

Hold a discussion period first, then lecture for the remaining time.

Segment the lecture into two 30-minute blocks.

Engage learners using various learning activities within the hour.

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