CheckPoint 156-410.12 Exam Questions – Latest 2017

Different learning methods of Check Point Certified Security Instructor 156-410.12 exam are used in the software to ease the candidates learning of difficult concepts and they are facilitated for learning CheckPoint Check Point Certified Security Instructor 156-410.12 exam with the simulated real Certified CheckPoint 156-410.12 exam scenarios so that you can practice in the same situation that you are going to face in the real exam. CheckPoint Security Management 156-410.12 exam Practice test software evaluates the performance by using self-assessment and report feature.

156-410.12 exam questions, 156-410.12 PDF dumps; 156-410.12 exam dumps:: (70 Q&A) (New Questions Are 100% Available! Also Free Practice Test Software!)

Latest and Most Accurate CheckPoint 156-410.12 Dumps Exam Questions and Answers:

Version: 8.0
Question: 21

According to recent research, when an instructor asks questions in class, and makes sure that the amount of “undisturbed wait time1 (i.e. the pause after asking) is at least 3 seconds, which of these things tend to happen?

A. The responses will get shorter and are less apt to be correct.
B. Students are more likely to say “I don’t know” if called upon.
C. The number of voluntary, appropriate answers will increase.
D. Scores of students on performance tests will decrease.

Answer: C

Question: 22

Which of the following behaviors are a critical component confirming the excellence of the instructor’s professional foundations?

A. Be honest with the group about how hard these skills are to learn and how few actually achieve them.
B. Stress that learning is important regardless of organizational objectives or goals.
C. Encourage learners to be patient and endure long periods of lecture and long step-by-step exercises.
D. Create a learning contract between instructor and participant.

Answer: B

Question: 23

New Updated 156-410.12 Exam Questions 156-410.12 PDF dumps 156-410.12 practice exam dumps:

Which of the following instructor behaviors would encourage audience involvement and cohesiveness?

A. Ignore group compliments in favor of your own.
B. Ask for examples/experience from the group
C. Encourage learners’ to set aside concerns to focus on the learning experience.
D. Ignore learners’ comments as irrelevant.

Answer: B

Question: 24

Collaborative group learning can be used to foster transfer of learning because it____________

A. makes breaks more interesting
B. reduces the instructor workload
C. improves post test scores
D. sets the stage for a reinforcing community of practice

Answer: D

Question: 25

During one presentation, a participant poses a policy scenario to which he or she claims are only two options, neither of which you like.
How do you respond to this “two-option” question?

A. Open up the options – introduce a third that the learner might not have thought of.
B. Tell the participant to stick to reality
C. Ignore the question
D. Ask the participant to provide more detail to the imaginary scenario.

Answer: A

Question: 26

When reviewing a learning objective, you want to ensure that the objective possess all of these characteristics EXCEPT which one?

A. Define a specific behavior
B. Be measurable
C. Be philosophical
D. Be clearly written

Answer: A