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An instructor is conducting a virtual classroom session that also includes a chat room. A learner becomes confused and sends the instructor an irate private message. Which of the following would be the BEST response to the situation?
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.
An instructor has been asked by a customer to conduct a course in two weeks. The course material being used is outdated. Which of the following is the BEST course of action for the customer's request?
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.
An instructor needs to motivate a learner to complete a course, but the learner is not excited about the course due to lack of knowledge. Which of the following is the BEST motivation method?
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.
During a virtual class the instructor has a learner that seems to be growing increasingly confused and now has questions that are distracting the rest of the class. Which of the following is the BEST course of action for the instructor to take?
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.
During an exercise an instructor notices a learner that is avoiding eye contact and not working. Which of the following actions should the instructor take?
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.
While teaching a course the instructor asks a question and a learner answers the question incorrectly. Which of the following is the BEST way to respond? (Select THREE).
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.
While teaching a course online the instructor tells all learners to work through the material as a group. During the second day of the class the instructor recognizes that a learner is moving into the next online course unit early and then doing them incorrectly. Which of the following should the instructor do to control the pace of the learner?
Send a private message to the learner addressing this issue.
Inform the entire class that extra information will be given during each unit that they will need for their assessments.
Assign outside research to the learner as independent study.Inform the learners that if they continue to work ahead they will be removed from the course.
An instructor is conducting an online class and notices some learners are less responsive than others. The instructor wants to ensure all the learners are participating in the class. Which of the following is BEST accomplish this? (Select TWO).
Send the less responsive learners a private message asking if there are any questions.
Observe the less responsive learners while performing tasks to ensure comprehension.
Ask the class as a whole if there are any questions, encouraging the less responsive learners to respond.
Ask the less responsive learners direct questions about the subject matter.
Ask each of the learners how the material being presented is relevant to their job.
Which of the following statements describes a good method to motivate learners to ask questions?
Acknowledge and appreciate all questions asked.
Leave questions for the end of class.
Redirect questions to the other learners.
Call out learners individually.
While an instructor is answering questions during a course it is BEST for them to:
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. D. Create an open culture of information taken from every learner's background and job experience.
Which of the following explains why an instructor would use probing questions?
To give learners a chance to think through a possible scenario
To provide concise answers to cover all of the review material
To gain clarity about the learners understanding of the material
To increase participation in the review process and encourage critical thinking
In a virtual classroom, which of the following factors might an instructor have the MOST difficulty controlling?
Distracting questions from other learners
Surroundings of the distant learner
Inappropriate comments in chat
Motivation of the learners in the class
An instructor has been hired to instruct a pre-packaged course; however, the site manager informs the instructor that the learners have been overly prepared for the course and that the first three chapters of the material should already be known by the learners. Which of the following is the BEST course of action?
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.
An instructor is teaching a class that is filled with a variety of acronyms and technical jargon. Which of the following would help reinforce the definitions of the terms while using the least amount of classroom time?
Create written vocabulary quizzes for each module of the course.
Provide and use a reference page or glossary of terms.
Ask the learners to review the terms in the materials during breaks.
Have the learners quiz each other over the terms in the first part of class.
An instructor is being observed while teaching a virtual class with learners from different parts of the country. During the presentation the instructor uses a few colloquialisms. Which of the following is the BEST action for the observer to take?
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.
Certification Exam Objectives
About the Exam
The CompTIA CTT+ certification is a cross-industry credential providing recognition that an instructor has attained a standard of excellence in the training industry. CTT+ is targeted toward all training professionals and can be applied to all technical and non-technical training. The examinations are based on a set of objectives designed to measure the core knowledge and skills that competent instructors must demonstrate to successfully complete an instructional assignment in either a classroom or virtual classroom environment.
Candidates are encouraged to use this document to help prepare for the CompTIA CTT+ certification exam. These content examples are meant to clarify the test objectives and should not be construed as a comprehensive listing of all the content of this examination.
To earn the CompTIA CTT+ designation, candidates must pass both a computer-based test (CTT+ Essentials TK0-201) that assesses knowledge and a performance-based exam (TK0-202 or TK0-203) in which the candidate is required to submit a video recording, demonstrating the prescribed skills.
Classroom Performance-Based Exam
Essentials TK0-203 Virtual Classroom Performance-Based Exam
Virtual Classroom Trainer
Candidates can choose one of the following certification paths:
Completion of the CompTIA CTT+ Essentials (TK0-201) exam, and then submission of a video of a classroom training session (TK0-202) to be evaluated and scored.
Completion of the CompTIA CTT+ Essentials (TK0-201) exam, and then submission of a CD/ DVD of a virtual classroom training session (TK0-203) to be evaluated and scored.
Completion of the CompTIA CTT+ Essentials (TK0-201) exam, and then completion of both the TK0-202 and TK0-203 performance-based exams.
Required exam CompTIA CTT+ TK0-201 and Classroom Trainer TK0-202
or Virtual Classroom Trainer TK0-203 Number of questions TK0-201: 95
Length of test TK0-201: 90 minutes
TK0-202/203: Length of recording between 17 and 22 minutes of instruction
Recommended experience Six to 12 months of training experience
Passing score TK0-201: 655 TK0-202/203: 36
See the following documents for more information on the performance-based exam submission requirements.
EXAM OBJECTIVES (DOMAINS)
The table below lists the domains measured by this examination and the extent to which they are represented:
DOMAIN PERCENTAGE OF EXAMINATION
1.0 Planning Prior to the Course
2.0 Methods and Media for Instructional Delivery
3.0 Instructor Credibility and Communications
4.0 Group Facilitation
5.0 Evaluate the Training Event
1.0 Planning Prior to the Course
1A Review learning objectives and match them to learner and organizational needs.
Key content points likely to cause learner confusion or resistance
Key characteristics of the learning environment
Types of needs assessments, such as surveys or interviews with learners or their managers
Learning outcomes not specified in the materials but desired by the organization or learner
Situations in which it is appropriate to modify original learning activities and materials
Techniques for modifying learning activities and materials to meet the needs of the organization, learner and/or situation
Course aims and objectives in order to ensure that any modifications have been made to ensure that an adequate range of learner characteristics have been addressed (e.g., conduct audience analysis)
Instructional design techniques to create customized training
Available instructional resources and delivery tools in a classroom or virtual session room
Research additional content information to address potential points of confusion or resistance
Assess learner’s current skill level and compare results with course prerequisites
Assess organizational needs for additional learning outcomes
Analyze results of needs assessment of the learner in relation to learning objectives
Modify learning materials to meet specific needs of an organization, learner or situation without compromising original course design
1B Create an environment conducive to learning.
Logistical needs before the instructional session (e.g., dates of the offering; how materials will be provided [ship to learner or site, send instructions and link to download] space arrangements; adequacy of the facility; equipment; materials; learner registrations; pre-course assignments). For Virtual Trainer, this would include creating a session room, sending login instructions to users, setting user privileges, loading and testing session materials and testing all equipment
Logistical needs after the instructional session (e.g., equipment and materials are returned, discarded, or made available for their next use; facilities are left in an acceptable condition; problems with the facility, equipment, furniture or materials are communicated to appropriate authorities). For Virtual Trainer, this includes stopping recording, saving files, closing session rooms, running attendance reports, updating learner status, document session and follow up on technical problems
Optimal arrangement of seating and equipment to establish comfortable learning environment as required by course design, content and learners
Optimal virtual arrangements to provide a viable learning environment consistent with the instructional design (e.g., network connection, tool capability to handle audience size, system check)
Optimal organization of learner supplies, resources and materials (e.g., neatly organized and located at each learner’s seat or at a convenient central location). For Virtual Trainer, consolidate emails and files sent to participants
1.0 Planning Prior to the Course
Appropriate equipment set-up to ensure a safe learning environment (e.g., trip hazards removed, power cords hidden, learning aids correctly assembled)
Environmental options to maximize learner comfort and safety (e.g., ventilation, temperature, lighting, external noise and cleanliness)
Environmental requirements or problems that call for notification of appropriate personnel (e.g., safety issues or equipment failure)
Virtual environmental needs to maximize learner comfort and safety (e.g., distractions, popup windows, background noise, mute rules, quiet work zone use do not disturb sign)
Corrective actions that should be communicated to appropriate authorities (e.g., assessment of environmental problems that need to be corrected)
Review pre-course communications with learners (e.g., course announcement, confirmation, description or agenda and prerequisites and pre-course assignments)
Alter recommended physical or virtual classroom set-up according to specific learner and organizational needs
Confirm timings and logistics for course (e.g., scheduled breaks, meal arrangements, labs, activities outside of classroom, time zones for virtual training, materials receipt)
Ensure that learning-related tools and equipment required for hands-on practice are properly set up and working, and verify that all learner exercises can be completed as intended
Establish a safe learning environment including identification of emergency evacuation procedures
Confirm with learners that the physical and virtual learning environments are comfortable (e.g., lighting, sound, conference call or VoIP audio, online tool is functioning well)
Prepare contingency plans for unique class events (e.g., fire drill in classroom, loss of connection, some users not able to view materials)
2.0 Methods and Media for Instructional Delivery
2A Select and implement delivery methods.
A wide variety of delivery methods (e.g., discussion, brainstorm, lecture, demonstration and role play)
Advantages and disadvantages of each delivery method
Characteristics of adult learners and generally accepted adult learning theories
Different styles of learning
Techniques for delivering instruction in a classroom environment
Techniques for delivering instruction in a technology-delivered environment (computer lab)
Techniques for delivering instruction in a virtual environment
Use delivery methods as intended by the course designers
Adapt delivery methods to meet a variety of learning styles
Engage learners through multiple delivery techniques as appropriate to the material, the learners and the situation
Organize and introduce content in a variety of ways (e.g., compare and contrast, steps in a process, advantages and disadvantages)
Identify and implement learning activities that are relevant to the course objectives
Monitor learner comfort level during the use of participatory activities
Stimulate interest and enhance learner understanding through appropriate anecdotes, stories, analogies and humor
Use activities that allow learners to review and apply content at appropriate intervals
2B Use instructional media.
Types of media that can support and enhance learning (e.g., handouts, shared computer applications, graphics files supported by the specific virtual classroom software)
Advantages and disadvantages of each media type
Technology limitations associated with e-learning (e.g., use of video where low bandwidth slows delivery and access to websites that are blocked for some organizations)
Use a variety of media to support learning objectives and meet learner needs
Handle minor problems associated with each particular medium
Enhance, substitute or create media as appropriate
3.0 Instructor Credibility and Communications
3A Demonstrate professional conduct and content expertise.
Personal conduct and grooming acceptable to the organization and learners and appropriate to the training event
Acceptable manners and behaviors for learning environment
Strategies for accepting responsibility where appropriate without blaming or belittling others, the training materials or management
Subject matter, the course plan and learning activities as prescribed by the course designer
Learner and organizational uses of course skills and knowledge after the training
Maintain consistent behavior with all learners
Demonstrate confidence with and mastery of subject matter
Provide and elicit from learners practical examples of how knowledge and skills will transfer to their workplaces
Handle relevant learner inquiries on topics for which the instructor has limited expertise
Maintain positive atmosphere and avoid criticizing the training materials, tools or other members of the training team
3B Use communication and presentation skills to facilitate learning.
Correct vocabulary, grammar and syntax
Appropriate colloquialisms, technical terms, acronyms and organizational jargon that can be used to clarify content
Elements of the voice (e.g., tone, rhythm, volume, inflection and pace)
Verbal articulation (e.g., proper pronunciation and enunciation, fluidity of speech and lack of distracting expressions)
Non-verbal communication (e.g., use of eye contact, gestures, silence, pauses, movement and facial expressions)
Technical non-verbal tools such as emoticons
A variety of methods for communicating the course plan to learners (e.g., course overviews, advanced organizers or session summaries)
Pronounce words correctly and use suitable grammar and syntax
Explain and clarify content points through inflection, emphasis and pauses
Ensure verbal and non-verbal communication is free of bias (e.g., sexual, racial, religious, cultural and age)
Employ purposeful body language to enhance learning
Minimize distracting trainer behaviors (e.g., playing with object in hand, making noise with change in a pocket or nervously rocking or pacing)
For the classroom trainer, use body language and other non-verbal techniques to minimize or eliminate learner disruptions. For Virtual Trainer, use private chat and group agreements to mitigate disruptions
Use course overviews, advanced organizers and session summaries at appropriate times to orientate learners and link key learning points
4.0 Group Facilitation
4A Establish and maintain a learner-centered environment.
Group dynamics, development phases and facilitation techniques
Techniques to engage learners (e.g., connect, invite, question, personalize and discuss)
Open a training session in a positive way
Communicate the course plan to the learners
Communicate learner performance objectives as indicated by course design
Obtain input from the learners about their personal objectives and expectations
Reconcile any discrepancies between learning objectives and learner expectations
Establish an environment that supports learning and maintains focus on meeting stated learning objectives
Establish a learning environment free of bias, favoritism and criticism that optimizes the productive participation of all learners
Manage course flow and pace activities based on learner needs while ensuring that all learning objectives are met
Provide opportunities and assistance for learners to identify and achieve initial, intermediate and terminal objectives
Facilitate group dynamics in a positive way, including encouraging interactions that are respectful of the rights of individual learners and redirecting unproductive digressions
Create opportunities for learners to work with and learn from each other to attain the learning objectives while building individual learner confidence
Handle learner disruptions as discreetly as possible
Use virtual class tools like chat and polling to optimize learner contribution
Use virtual class tools to achieve learning objectives
4B Use a variety of question types and techniques.
Active listening techniques
Types and uses of questions (e.g., open, closed, probing, hypothetical, higher order and clarifying)
Advantages and disadvantages of each type of question
Use active listening techniques to acknowledge and understand learner contributions
Use a variety of types and levels of questions to challenge learners, involve them and monitor their progress
Use questions that lead learners from recall to application of content
Direct questions appropriately
Create opportunities for learners to contribute to the discussion
Employ activities to encourage learners to ask and answer questions themselves
4.0 Group Facilitation
4C Address learner needs for additional explanation and encouragement.
Tools and techniques for determining learners’ needs for clarification (e.g., body language, learner questions or comments, asking learner to perform the application, emoticons, polling/surveying/quizzing, private chat)
Techniques for providing positive and constructive feedback
Interpret and confirm learners’ verbal and non-verbal communication to identify those who need clarification and feedback
Determine how and when to respond to learners’ needs for clarification and/or feedback
Provide feedback that is specific to learners’ needs
Elicit learner feedback on the adequacy of trainer responses
4D Motivate and reinforce learners.
Strategies to motivate learners
Personal characteristics and learning styles of individual learners
Encourage and match learner achievement to learner and organizational needs and goals
Determine and apply appropriate motivational strategies for individual learners
Plan and use a variety of reinforcement techniques during training
5.0 Evaluate the Training Event
5A Evaluate learner performance throughout the training event.
Methods of assessing learner achievement of learning objectives (e.g., practical or written exercises, quizzes, exams)
Need for multiple observations and evaluations of each learner
Need for uniform evaluation standards for all learners
Assessment techniques that include both formative and summative evaluation
Post-course support methods to communicate with learners
Monitor learner progress during training
Develop, select and administer appropriate assessments that are in compliance with recognized and accepted measurement principles
Gather objective and subjective information that demonstrates learner knowledge acquisition and skill transfer
Compare learner achievements with learning objectives
Suggest additional training or resources to reinforce learning objectives
5B Evaluate trainer performance and delivery of course.
Methods to evaluate delivery of training
Types and levels of evaluation
Legal requirements associated with preparing reports on learners
Organizational requirements for end-of-course reports
Required record-keeping of individual learner attendance, activity and performance
Evaluate the success of the course design, including modifications made during delivery
Critique one’s own preparation for and delivery of a training event
Evaluate impact of external influences on the training event
Evaluate the effectiveness of the training to meet the learning objectives
Use evaluation results to adjust and improve one’s own performance in next training event
Prepare a report documenting end-of-course information
Report recommended revisions and changes to existing materials and suggestions for new programs and activities, as appropriate
Report information about learning, physical and virtual environments
Submit reports to customers in accordance with contractual agreements or requests
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