Practice questions allow learners to gauge their understanding of important concepts and receive feedback. Learning checks are used frequently to change the pace of a lesson and make learners think. All of our questions are accessible for learners who have visual or auditory disabilities.
Click the headings below to view sample questions.
We strive to create training at the higher levels of cognitive complexity where learners have to analyze and evaluate new information. This is demonstrated in training for the Texas Department of State Health Services (DSHS), which wants clinicians to use the opt-out approach to getting consent for HIV testing. This approach results in more persons being tested for the virus than the opt-in approach. After explaining the differences between the two approaches, we ask learners to evaluate statements and determine which approach is used.
Our reflective thinking questions use scenarios that require application of knowledge and require learners to consider how they will use new knowledge on the job. Feedback reinforces information covered previously in the lesson.
This map activity offered the HIV case workers a visual association with the funding area names and locations in the state of Texas.
In order to provide ongoing feedback across multiple questions, we designed a visual model that tracks a learner’s progress. These sample questions demonstrate how the tracking device works.
Answer a couple of questions to make sure you understand current Ryan White funding before learning about supported services.
In contrast to telling learners new information, challenge questions ask about something the audience may not know. Questions are a good way to generate curiosity and hold a learner’s attention.