A.  

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

B.  

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

C.  

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

D.  

It prevents participants from upstaging the instructor

A.  

Use closed questions

B.  

Refer to online references

C.  

Ask probing questions

D.  

Review last week's material

A.  

Inform the student that the instructor did not write the objectives.

B.  

Identify the objective with an explanation of how the assignment meets the objective.

C.  

Direct the student to the instructor’s supervisor for discussion.

D.  

Remind the student that not all assignments will align with a course objective.

A.  

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

B.  

Address the issue by removing the student from the classroom.

C.  

Address the issue publicly in front of the class.

D.  

Address the issue by ignoring the student.

A.  

Clarifying that there are no winners or losers in the classroom

B.  

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

C.  

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

D.  

Providing customized labs that can be completed successfully by the student

A.  

Inform the students they will need to learn material not covered.

B.  

Research and provide supplemental materials approved by the client.

C.  

Purchase another vendor’s materials and add it to the client’s bill after the training.

D.  

Create a course outline that includes material not covered in the outcomes.

A.  

Stop working and focus on the student asking the question.

B.  

Continue working while listening to the student.

C.  

Focus on the student behind the one asking the question.

D.  

Stare at the student while listening to the question.

A.  

Electronic newsletter

B.  

Blog

C.  

Email

D.  

Telephone

A.  

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

B.  

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

C.  

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

D.  

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

A.  

Use student-owned mobile phones with projected still images.

B.  

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

C.  

Use electronic student response devices with a game.

D.  

Use presentation remote devices with an online video game.

A.  

Put learners together who do not cooperate.

B.  

Handle disruptions discreetly.

C.  

Encourage respectful interactions.

D.  

Abruptly interrupt any conversations that go off topic.

E.  

Give close-ended questions to groups.

F.  

Put learners of the same level together.

A.  

Overhead-direct question

B.  

Open question

C.  

Direct question

D.  

Overhead question

A.  

Direct the student to additional resources.

B.  

Consult the student's transcript.

C.  

Suggest that the student drop the course.

D.  

Contact the student's advisor for an explanation.

A.  

Group discussion

B.  

Feedback form

C.  

Videotaping

D.  

Peer review

A.  

Discussion

B.  

Reading

C.  

Lecture

D.  

Demonstration

A.  

Go over the material several days prior to the class to be more prepared

B.  

Assign each of the learners a question and have them find the correct answer

C.  

Ask if any of the learners in the class if they knew the answers to the questions

D.  

Instruct the learners to hold all questions until all the material is covered

A.  

Repeat the explanation of the topic.

B.  

Use a real-world reference.

C.  

Use humor to explain the topic.

D.  

Start asking the learners closed-ended questions about the topic.

A.  

Compile a roster from end of class surveys.

B.  

Pass a roster around during introductions.

C.  

Call out a roster for confirmation.

D.  

Have learners sign the roster as they enter the class.

A.  

Do not respond to the two learners and continue with the class.

B.  

Smile and call on the two learners very frequently.

C.  

Keep eye contact with the learners and spend time with them after class.

D.  

Speak louder to the two learners when explaining.

A.  

Create groups with members from different backgrounds.

B.  

Emphasize conformity to move the group along.

C.  

The group participation to individual rewards.

D.  

Limit the accountability of each individual.

E.  

Clearly define the role for each of the group members.

A.  

Modify the delivery to match the abilities of the learners.

B.  

Use the results as a baseline to measure learning.

C.  

Remove the over-qualified learners from the class.

D.  

Remove the under-qualified learners from the class.

A.  

Open

B.  

Clarifying

C.  

Closed

D.  

Probing

A.  

Ask another learner to provide an answer to the question.

B.  

Repeat the question exactly as originally stated.

C.  

Rephrase the question completely and ask it again.

D.  

Reprimand the learner for their response.

A.  

Closed-ended

B.  

Open-ended

C.  

Clarifying

D.  

True/false

A.  

Allows the instructor to deliver exams to each student

B.  

Allows the learners to interact with one another

C.  

Allows the instructor to survey the class

D.  

Allows the instructor to see which learners are participating

A.  

In a cluster with other, similar skills

B.  

Just in time for the learner to apply it

C.  

As part of a summary of related skills

D.  

As part of a review session prior to an examination

A.  

Give the learner encouraging comments.

B.  

Assign an easier lab to increase the learner confidence.

C.  

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

D.  

Give the learner extra materials to practice the exercise.

A.  

The instructor selected and implemented appropriate delivery methods

B.  

The instructor used a variety of question types and techniques

C.  

The instructor used appropriate instructional media

D.  

The instructor used active listening techniques to facilitate learning

A.  

Ask learners to come after class and redo the assignment.

B.  

Redirect the learners who deviated from the directions.

C.  

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

D.  

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

A.  

Closed-ended

B.  

Guiding

C.  

Open-ended

D.  

Hypothetical

A.  

Switching from lecture to a more visual training method.

B.  

Quiz the learners during the virtual session.

C.  

Conduct a quick review session.

D.  

Introduce supporting materials.

A.  

Have the learners introduce themselves.

B.  

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

C.  

Have the learners stand around and talk to each other.

D.  

Give a survey to assess each learner's knowledge.

A.  

Create a PDF with screen shots and procedural references and make it available for download.

B.  

Create video clips to be shown during the class demonstrating functionality.

C.  

Use the screen sharing function of the virtual classroom software to do the demonstrations.

D.  

Take screenshots and display them in the presentation.

A.  

The instructor should answer the question in order to maintain the self-confidence of the learner

B.  

Be honest and tell the learner the answer was incorrect.

C.  

Thank the participant for trying and desk if someone could help out.

D.  

Move quickly to the next question so the learner will not feel embarrassed.

A.  

Remove the learners from the course for their unprofessional behavior.

B.  

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

C.  

Join the conversation and avoid negative comments about the facilities.

D.  

Join the conversation and joke about the facilities.

A.  

Give a written exam on the topic.

B.  

Have the learners perform an additional exercise on the topic

C.  

Ask the learners random questions about the topic.

D.  

Have the learners engage in a group discussion of the topic.

A.  

Ask the learners about their level of understanding over the course material.

B.  

Assume that the class has a medium level of understanding over the course material.

C.  

Deliver a pre-test covering the course objectives.

D.  

Ask another instructor who has taught the learners before.

A.  

Keep the learners 30 minutes longer to make up the training

B.  

Reschedule the training for another day

C.  

Continue the training as scheduled and do not make it up

D.  

Adjust the schedule to allow 30 minutes for lunch instead of one hour

A.  

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

B.  

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

C.  

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

D.  

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

A.  

Cheating

B.  

Confused

C.  

Angry

D.  

Focused

A.  

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

B.  

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

C.  

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

D.  

Offer to speak to the learner's supervisor.

A.  

Opportunities for questions and answers

B.  

Interpersonal skills

C.  

Group involvement

D.  

Management of course flow and training activities

A.  

To give learners a chance to think through a possible scenario

B.  

To provide concise answers to cover all of the review material

C.  

To gain clarity about the learners understanding of the material

D.  

To increase participation in the review process and encourage critical thinking

A.  

Teaching how but not why

B.  

Poor managerial support

C.  

Success in problem-solving training

D.  

Recall in hypothetical situations

A.  

The instructor is establishing credibility and using appropriate communication skills.

B.  

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

C.  

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

D.  

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

A.  

Mute the participant and use private chat to ask if they are ready to proceed

B.  

Laugh audibly and then comment that the instructor's dog also barks during sessions

C.  

Allow the distraction to continue until the participant is finished presenting the point

D.  

Interrupt the participant mid-sentence and scold the participant

A.  

Synchronous training refers to training delivered to a participant group of varied genders at the same time.

B.  

Synchronous training refers to training delivered to a geographically dispersed group of participants at the same time.

C.  

Synchronous training refers to training delivered by a skilled instructor using various collaboration tools at different times.

D.  

Synchronous training refers to training delivered in any classroom setting where all participants are collaborating at the same time.

A.  

Cover it just like the other material

B.  

Use a monotone delivery method

C.  

Change the pitch of delivery

D.  

Highlight in the instructor's manual

E.  

Use more pronounced hand gestures

A.  

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

B.  

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

C.  

Rush through the material so that the class ends early.

D.  

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

A.  

Open

B.  

Clarifying

C.  

Closed

D.  

Probing

A.  

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

B.  

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

C.  

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

D.  

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

A.  

Make copies of the slide presentation to hand out to the class.

B.  

Take a break and seek out the facility manager for assistance.

C.  

Tell the learners to follow along in their textbooks and not worry about the slides.

D.  

Dismiss the learners and reschedule for the following day.

A.  

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

B.  

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

C.  

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

D.  

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

A.  

Cancel the class and have the client reschedule.

B.  

Use the older version, but correct errors as the material is covered.

C.  

Use the older version and ignore the errors.

D.  

Use the newer version and apologize to the learners as their material is now dated.

A.  

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

B.  

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

C.  

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

D.  

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

A.  

Using a timer, give the learners equal amounts of time.

B.  

Use the time allotted in planning for learner contributions.

C.  

Overlook the comments during class to maintain time and pace.

D.  

Place the class on break to talk with the learners privately.

A.  

Express regret that the instructor’s policy does not permit assignments to be submitted late.

B.  

Give the student money and/or goods to allow the student to concentrate on course assignments.

C.  

Listen sympathetically and wish the student luck in the rest of the course.

D.  

Permit the student to submit the next few assignments late.

E.  

Inquire about the safety of the student’s family while expressing sympathy for the student’s situation.

A.  

Praise the student each time a correct answer is given.

B.  

Praise the student privately only.

C.  

Improve the student’s grade with extra quizzes.

D.  

Say nothing when the student is incorrect.

A.  

Destroy the signed roster sheets and all files associated with the rosters

B.  

Retain the signed roster sheets as part of the post-class report to document the event

C.  

Confirm with accounting that the fax is received and destroy the signed originals

D.  

Scan the signed roster, store it electronically on the instructor’s laptop, and destroy all paper versions of the rosters

A.  

switching group members as often as possible.

B.  

disqualifying the group that is not participating.

C.  

singling out the team members working the most.

D.  

maintaining dynamic feedback throughout.

A.  

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

B.  

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

C.  

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

D.  

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

A.  

A broadcaster’s voice and cadence

B.  

Maintaining a positive attitude toward the training materials

C.  

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

D.  

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

A.  

the open question type is more difficult to write.

B.  

the closed question type is more conducive to online environments.

C.  

the closed question type does not require perfect grammar.

D.  

the closed question type will illicit a short response.

A.  

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

B.  

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

C.  

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

D.  

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

A.  

Create a data dictionary

B.  

Read the handout backwards before approving it

C.  

Consult a recognized style guide

D.  

Solicit a colleague as a proofreader

E.  

Create session summaries

A.  

Self-paced virtual course

B.  

An instructor-led classroom environment

C.  

Synchronous virtual course

D.  

A demonstration-based environment

A.  

Probing

B.  

Higher-order

C.  

Closed-ended

D.  

Hypothetical

A.  

Conducting a debate on the topic’s validity

B.  

Presenting slide shows on the topic

C.  

Watching a movie on the history of the topic

D.  

Listening to real-life experiences on the topic

A.  

Diagram the lecture material on the board.

B.  

Directly ask those who are confused which parts did not make sense.

C.  

Ask an overhead direct question of the entire class.

D.  

Ask closed questions of the confused learners.

A.  

Reduce the amount of time for questions and elaborate on the topics.

B.  

Put the struggling students in a group to accomplish tasks.

C.  

Have side conversations with the struggling students to develop a plan.

D.  

Ask the class more open-ended questions to determine the retention level.

A.  

To document any disciplinary issues that arose with training personnel

B.  

To document any modifications the trainer made from course design

C.  

To evaluate the success of course design

D.  

To protect the trainer from participant formal complaints

E.  

To evaluate the competence of the course designer

A.  

Provide the class with the instructor’s contact information

B.  

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

C.  

Have the group exchange contact information and emails

D.  

Provide support documentation via the web

A.  

Hypothetical questions

B.  

Guiding questions

C.  

Direct questions

D.  

Closed questions

A.  

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

B.  

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

C.  

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

D.  

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

A.  

Give the learner additional homework to raise their competency level

B.  

Adjust the instruction to meet the needs of the learner while ensuring that all learning objectives are met

C.  

Excuse the learner from the class and have them check with their supervisor to determine if they had been assigned to the class in error

D.  

Administer a pre-test to all learners to see where the learners are ranking with the objectives

A.  

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

B.  

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

C.  

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

D.  

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

A.  

Repeat the learner's question verbatim.

B.  

Display open body language to indicate interest.

C.  

StatE."So what I hear you asking is. . . "

D.  

Establish eye contact with the learner.

A.  

Tell a lengthy story related to the importance of the class

B.  

Begin with a joke to create a relaxed environment

C.  

List every credential and acronym the instructor has for learner confidence

D.  

Let the learners know that the course is very challenging

A.  

Higher order

B.  

Hypothetical

C.  

Open-ended

D.  

Closed-ended

A.  

write a statement of completion and submit it to the client contact.

B.  

complete an evaluation of the trainer’s preparedness and performance during the event.

C.  

evaluate the learning style of the best participant and note it for future reference.

D.  

create a mind map of the learning outcomes covered throughout the event.

A.  

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

B.  

Preprinted papers that supplement materials from the courseware

C.  

Connecting the camera so the remote students can see the trainer

D.  

Helping remote students to log in

A.  

avoid using acronyms in presentations.

B.  

skip over the acronym and continue with instruction.

C.  

use the acronym as it is explained in the book.

D.  

present the acronym with its meaning on the board.

A.  

making modifications as needed, while delivering the new version of the courseware.

B.  

monitoring the vocabulary and jargon in the material that may not always apply.

C.  

providing adequate break time from the training room so the participants can take calls.

D.  

meeting the specific objectives of the application and preserving the original course design.

A.  

The instructor's response time

B.  

The number of breaks permitted

C.  

The Internet connection speed

D.  

The success of meeting course objectives

E.  

The ease of use of the course's interface

F.  

The quality of the testing environment

G.  

The instructor's attendance record

A.  

The trainer’s home phone number

B.  

The trainer’s email address

C.  

The company representative’s phone number

D.  

The trainer’s company website address

A.  

Group centered games

B.  

Board writing activities

C.  

Role playing

D.  

Learner-led discussions

E.  

Learner demonstrations

A.  

How many steps are in the process?

B.  

What are the steps in alphabetical order?

C.  

What would be the eighth step?

D.  

What is your favorite step?

E.  

What is the fourth step of the process?

F.  

Why are there not nine steps?

A.  

Kinesthetic

B.  

Auditory

C.  

Mathematic

D.  

Visual

A.  

Reply that the question is outside the scope of the course, but an answer can be researched after class.

B.  

Let the learner know an answer is not known and the topic should not be discussed again.

C.  

Ignore the question and move on to the next learning objective.

D.  

Open the question to the class as an answer is not available.

A.  

Recognize the learner with the highest exam percentage.

B.  

Determine which learners will retake the training.

C.  

Assess the needs of the organization.

D.  

Compare learner achievement to course objectives.

A.  

Take a short break to come up with an interactive discussion

B.  

Stop lecturing until the class regains focus

C.  

Create a loud noise to get students' attention

D.  

Turn the lights on and off to increase students' awareness