CPT Instructional Design & Delivery Methods 3 — Questions and Answers
Question 1: A trainer uses a 'flipped classroom' model. What is the defining characteristic of this approach?
- Learners teach each other while the trainer observes
- Learners access instructional content before class and use class time for practice and application (Correct answer)
- The trainer presents content at the end of the session as a summary
- Assessment is completed before instruction begins
Correct answer: Learners access instructional content before class and use class time for practice and application
In a flipped classroom, passive content delivery (lectures, readings) happens outside class so that class time is used for active, applied learning.
Question 2: Which component of Mager's performance objective specifies how well a learner must perform the task?
- Behavior
- Condition
- Criterion (Correct answer)
- Context
Correct answer: Criterion
The criterion (standard) defines the acceptable level of performance, such as '90% accuracy' or 'within 5 minutes.'
Question 3: A trainer notices participants are disengaged after lunch. Which evidence-based technique BEST re-energizes the group?
- Extending the lecture with additional detail
- Dimming the lights to reduce distraction
- Using a brief energizer or movement activity (Correct answer)
- Assigning independent reading
Correct answer: Using a brief energizer or movement activity
Physical movement and energizers combat post-lunch energy dips by increasing blood flow and resetting learner attention.
Question 4: In instructional design, 'terminal objectives' differ from 'enabling objectives' in that terminal objectives:
- Are written only for psychomotor skills
- Describe the final, overarching performance expected at course completion (Correct answer)
- Are measured only by written tests
- Apply exclusively to management training
Correct answer: Describe the final, overarching performance expected at course completion
Terminal objectives state the overall competency the learner must demonstrate upon finishing the course, while enabling objectives are the building-block steps toward that goal.
Question 5: Which instructional strategy BEST supports transfer of training back to the job?
- Requiring learners to memorize key terminology
- Providing multiple varied practice scenarios that mirror real work conditions (Correct answer)
- Delivering all content in a single marathon session
- Using only lecture to ensure consistent messaging
Correct answer: Providing multiple varied practice scenarios that mirror real work conditions
Varied, realistic practice scenarios build flexible skills that learners can apply across different situations on the job.
Question 6: A CPT is facilitating a virtual session and notices chat responses have slowed. What is the BEST immediate action?
- Continue the lecture to cover remaining content
- Ask a directed question to a specific participant by name (Correct answer)
- End the session early to avoid further disengagement
- Switch to a PowerPoint-only presentation
Correct answer: Ask a directed question to a specific participant by name
Calling on a specific participant by name re-engages the group, signals that participation is expected, and breaks passive observation.
Question 7: Which of the following BEST describes the 'conditions' element in a well-written learning objective?
- The action verb describing what the learner will do
- The standard or accuracy level required
- The circumstances or resources present during performance (Correct answer)
- The domain of learning being targeted
Correct answer: The circumstances or resources present during performance
Conditions specify the situation in which performance occurs, such as 'given a client scenario' or 'without reference materials.'
CPT Instructional Design & Delivery Methods 3
A trainer uses a 'flipped classroom' model.
What is the defining characteristic of this approach?