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Instructional Design & Delivery Methods Flashcards

7 cards from real CPT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.

Read the first 7 Instructional Design & Delivery Methods flashcards as text

  1. A trainer uses a 'flipped classroom' model. What is the defining characteristic of this approach?

    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.

  2. Which component of Mager's performance objective specifies how well a learner must perform the task?

    Answer: Criterion

    The criterion (standard) defines the acceptable level of performance, such as '90% accuracy' or 'within 5 minutes.'

  3. A trainer notices participants are disengaged after lunch. Which evidence-based technique BEST re-energizes the group?

    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.

  4. In instructional design, 'terminal objectives' differ from 'enabling objectives' in that terminal objectives:

    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.

  5. Which instructional strategy BEST supports transfer of training back to the job?

    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.

  6. A CPT is facilitating a virtual session and notices chat responses have slowed. What is the BEST immediate action?

    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.

  7. Which of the following BEST describes the 'conditions' element in a well-written learning objective?

    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.'