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CompTIA Train the Trainer (CTT+ / MCT) Boot Camp


CTT+ is highly interactive, participant-driven courses designed to cultivate the technical training and concept delivery skills in trainers, technicians, SMEs, presenters, sales and support staff in any organization. Students will connect abilities, theories and situations to create their most effective instructional styles. This course is accepted by Microsoft and ProSoft towards their MCT, MOUS-MI and CIW-AI credential. This three-day course also designed to be used as thorough preparation for the CompTIA CTT+ credential. This course prepares students for CompTIA Exam TK0-201 CTT+ Essentials.


This course is ideal for trainers and presenters from all industries to improve their presentation skills. It offers the additional benefit of fulfilling the presentation skills component as mandated by Microsoft for MCT and CompTIA for CTT+ certification.


Adult Learning

  • Characteristics of Adult Learners
  • Understanding Learning Styles


Preparing for a Class

  • Preparing Your Lesson Plan
  • Chunking Information
  • Using Icebreakers
  • Deciding on Presentation Methods
  • Using Examples and Analogies
  • Using Humor
  • Using Visual Aids
  • Using the Appropriate Visual Aid
  • Dealing with Varying Skill Sets
  • Refining Your Plan
  • Creating a Learning Environment


Delivering the Class

  • Developing Communication Skills
  • Using Your Body Effectively
  • Building Rapport with Eye Contact
  • Understanding Proxemics
  • Voice Development
  • Identification and Correction of Common Voice Problems
  • Watching Your Vocabulary
  • Active Listening
  • Barriers to Effective Communication
  • Beginning the Training Session
  • Overview of Questioning
  • Questioning Techniques
  • Answering Questions
  • A Model for Presenting Concepts
  • Explain the Concept
  • Demonstrate the Concept
  • Guiding Exercises
  • Managing Difficult Behaviors
  • The End of the Training Session


Feedback and Evaluation

  • Overview of Feedback
  • Types of Feedback
  • Guidelines for Giving Feedback
  • Questioning Techniques to Elicit Feedback
  • Encouraging Feedback
  • End-of-Course Evaluations
  • Self-Feedback


Resource Materials and Information

  • The 14 Competencies
  • MCT Certification
  • Learning Style Inventory
  • Scoring the Learning Style Inventory
  • Adult Learning Models Worksheet
  • Sample End-of-Course Evaluation 1
  • Sample End-of-Course Evaluation 2
  • Sample End-of-Course Evaluation 3
  • Sample Self-Evaluation Form
  • Sample Peer-Feedback Form
  • Relaxation Exercise
  • Voice
  • Effective Pauses
  • Caring for Your Voice
  • Suggested Books
  • Magazines and Trade Journals
  • Web Sites
  • Trade Organizations


Prepare the Performance Video

  • Rehearse your video presentation with your real-world training content
  • Ensure that all IBSTPI competencies have been meet
  • Participate in peer feedback sessions to enhance video preparation
  • Complete your best-effort 20 minute videotape



1A: Review of Organizational Needs and Learners' Backgrounds in Relationship to Course Objectives

Demonstrate knowledge of:

  • Key content points likely to cause learner questions
  • Points in the content where learner resistance may occur
  • Objectives and information not specified in the materials but desired by the client or learner
  • Types of needs assessments, such as surveys or interviews with trainees supervisors
  • Situations in which it is appropriate to modify learning materials and delivery tools based on commonly accepted practice or theory
  • Techniques used to adjust instructional activities to meet the needs of the group and the situation
  • Learning objectives to ensure that content and design retain their original integrity
  • Content, audience, and/or situation requirements that are learner centered, rather than instructor centered
  • Techniques to ensure that an adequate range of learner characteristics have been addressed (for example, conduct audience analysis)
  • Instructional design techniques to create customized training
  • Available instructional resources and delivery tools in classroom or virtual session room

Demonstrate skills to:

  • 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 organization, learner, situation or delivery tools without compromising original course design.

1B: Instructional Environment in Relationship to Learning Objectives

Demonstrate knowledge of:

  • Logistical needs prior to the instructional session (for example, 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, testing all equipment.)
  • Logistical needs after the instructional session (for example, 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, follow up on technical problems.)
  • Optimal seating arrangements to provide a viable learning environment consistent with the instructional design
  • Optimal virtual arrangements to provide a viable learning environment consistent with the instructional design (for example, network connection, tool capability to handle audience size, system check)
  • Optimal organization of learner supplies, references, and materials (for example, 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.)
  • Equipment set up techniques that ensure a safe environment (for example, computer terminals; video monitors; power cords, learner emotional safety, for example, appropriateness of chat)
  • Physical environmental needs to maximize learner comfort and safety (for example, ventilation; temperature; lighting; sound; noise; cleanliness; location of restrooms, telephones; rules for smoking; dress and conduct requirements)
  • Virtual environmental needs to maximize learner comfort and safety (for example, distractions, popup windows, background noise, mute rules, quiet work zone use do not disturb sign)
  • Corrective actions that should be communicated to appropriate authorities (for example, assessment of environmental problems that need to be corrected)

Demonstrate skills to:

  • Review pre-course communications with learners (for example, course announcement, confirmation, description or agenda, and prerequisites and pre-course assignments, system check activity, support/helpdesk information, download instructions for materials)
  • Alter recommended physical or virtual classroom set-up according to specific learner and organizational needs
  • Confirm timings and logistics for course (for example, scheduled breaks, meal arrangements, labs, and activities outside of classroom, time zones for virtual training, materials receipt)
  • Ensure that learning-related tools and equipment are properly set-up and working, and verify that all learner exercises can be completed as intended (for example, hands on practice, on-line tool use)
  • Establish a safe learning environment (for example, physical, auditory, chat, agreements, proprietary client information)
  • Confirm with learners that the learning environment, both physical and virtual, is comfortable (for example, lighting, sound, conference call or VoIP audio, on-line tool is functioning well)
  • Prepare contingency plans for unique class events (for example, fire drill in classroom, loss of connection, some users not able to view materials)



2A: Selection and Implementation of Instructional Methods

Demonstrate knowledge of:

  • Instructional methods as described by course designers
  • Pros and cons of each instructional method
  • Learning styles associated with adult-learning theory (Malcolm Knowles)
  • Learning styles such as auditory, kinesthetic, visual
  • Various learning styles for technical learners
  • Various learning methods for non-technical content
  • 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

Demonstrate skills to:

  • 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 (for example, 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 examples, demonstrations, media clips, slides, anecdotes, stories, analogies, and humor
  • Use activities that allow learners to contribute to the discussion and review and apply content at appropriate intervals

2B: Use of Presentation and Instructional Media

Demonstrate knowledge of:

  • Types of media that can be used to support and enhance instructional delivery (for example, a graphic display; text display; handouts, shared computer applications, graphics files supported by the specific virtual classroom software)
  • Types of media that support and enhance content needs
  • Pros and cons of each media type
  • Technology limitations associated with e-learning (for example, use of video where Low bandwidth slows delivery and access to websites that are blocked for some organizations)

Demonstrate skills to:

  • Use a variety of media/tools to support learning objectives and meet learner needs
  • Handle minor problems associated with each particular medium
  • Enhance, substitute or create media as appropriate to support the learning objectives



3A: Instructor Delivery Competence and Content Expertise

Demonstrate knowledge of:

  • Personal conduct acceptable to clients and learners (for example, timeliness, clothing, grooming, appropriate use of humor and/or language are appropriate to the learners and situation)
  • Acceptable manners and behaviors for learners
  • Consistency of values and actions is demonstrated; responsibility is accepted where appropriate without blaming or belittling others, the learning materials, or management (acceptable self-disclosure techniques)
  • Instructional content (course material)
  • How learners use course content post-training (analysis of the business needs)

Demonstrate skills to:

  • 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 other members of the training team, the training materials, or the tools

3B: Instructor Communication and Presentation Skills

Demonstrate knowledge of:

  • Grammar and syntax (for example, arrangement of words and sentences logically; proper use of vocabulary)
  • Colloquialisms, technical terms, acronyms, and organizational jargon used for clarification at the appropriate level for the content and the group
  • Use of voice (for example, tempo; rhythm; volume: inflection; rate of speech, use of Audio optimization options
  • Vocalization (for example, avoidance of distracting expressions and utterances)
  • Nonverbal communication (for example, eye contact, gestures, silence/pauses, body movement, and facial nuances are used to emphasize and clarify content points)
  • Technical non-verbal tools such as emoticons

Demonstrate skills to:

  • Pronounce words correctly at appropriate tempo and use suitable grammar and syntax, recognizing potential for an international audience
  • Explain and clarify content points through inflection, emphasis, and pauses
  • Ensure verbal and non-verbal communication is free of bias (for example, sexual, racial, religious, cultural, and age)
  • Employ purposeful pointers, body language and/or vocal intonation to enhance learning and call attention to critical points
  • Minimize distracting trainer behaviors (for example, playing with object in hand, making noise with change in a pocket, or nervously rocking or pacing, excessive mouse movement, background noise on audio, key board noise)
  • 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



4A: Establishment and Management of a Learner-Centered Environment

Demonstrate knowledge of:

  • Group dynamics
  • Group development phases (e.g. Cog’s ladder or Tuckman's model-“forming, storming, norming, performing”)
  • Group facilitation techniques (e.g. Block’s process-consultation)
  • Techniques to engage learners (for example, present, show, question, elicit, personalize, participate)

Demonstrate skills to:

  • 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 the 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: Promotion of Learner Engagement and Participation

Demonstrate knowledge of:

  • Active listening techniques
  • Types and uses of questions (e.g. Merrill)
  • Pros and cons of each type of question (e.g. Gagne)
  • Cognitive levels (e.g. Bloom’s taxonomy)
  • Frequency of elicitation and interactions (avoid student multitasking during sessions)
  • Understand the value of social learning

Demonstrate skills to:

  • 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

4C: Assessment of Learners' Needs for Additional Explanation and Encouragement

Demonstrate knowledge of:

  • Tools and techniques for determining learners’ need 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 negative feedback

Demonstrate skills to:

  • 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: Motivation and Positive Reinforcement of Learners

Demonstrate knowledge of:

  • Theories of learner motivation (for example, goal orientation; activity orientation; learning orientation)
  • Personality and learning style differences of learners
  • Relevance of learning to job requirements
  • Techniques for motivating learners (for example, praise, rewards, access to the application)

Demonstrate skills to:

  • 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
  • Engage and invite relevant participation throughout the session



5A: Evaluation of Learner Performance during and at the Close of Instruction

Demonstrate knowledge of:

  • Performance assessment methodology
  • Need for multiple observations and evaluations of each learner
  • Need for the same evaluation standards across learners
  • Evaluation techniques including both formative and summative
  • Post-course support methods to communicate with learners

Demonstrate skills to:

  • 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: Evaluation of Instructor and Course

Demonstrate knowledge of:

  • Methods to evaluate instructional delivery
  • Types of evaluation (e.g. Kirkpatrick’s levels of evaluation)
  • Legal requirements associated with preparing reports on learners
  • Organizational requirements for end-of-course reports
  • Required record-keeping of individual learner activity and behavior, such as attendance

Demonstrate skills to:

  • 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

What's included?

  • Authorized Courseware
  • Intensive Hands on Skills Development with an Experienced Subject Matter Expert
  • Hands on practice on real Servers and extended lab support 1.800.482.3172
  • Examination Vouchers  & Onsite Certification Testing- (excluding 1-day Adobe, 1-day MS Office and PMP Boot Camps) 
  • Academy Code of Honor: Test Pass Guarantee
  • Optional: Package for Hotel Accommodations, Lunch and Transportation

Training Formats

With several convenient training delivery methods offered, The Academy makes getting the training you need easy. Whether you prefer to learn in a classroom or an online live learning virtual environment, training videos hosted online, and private group classes hosted at your site. We offer expert instruction to individuals, government agencies, non-profits, and corporations. Our live classes, on-sites, and online training videos all feature certified instructors who teach a detailed curriculum and share their expertise and insights with trainees. No matter how you prefer to receive the training, you can count on The Academy for an engaging and effective learning experience.


Instructor Led (the best training format we offer)
Live Online Classroom – Online Instructor Led
Self-Paced Video

Speak to an Admissions Representative for complete details

By far the most competitve price we found, which included exam vouchers, hands on labs, practice test and a true Master of Cyber Security concepts as our Instructor. Franklin Mesa was the best trainer I have ever had and i walked out certified on the last day of my CompTIA Security+ certification bootcamp. 

Marc Alfonso - CompTIA Security + Student


The Academy is one of the best educational values for today's job market.  I studied hard and got certified (A+ and N+).  Even though I had no prior IT experience, I now have a good job replacing obsolete computers in hospitals throughout the country.  At my job interview, I just slid my test scores and certification across the table to the interviewer, who is now my boss.  I was hired the next day.  

Not bad for a 65 year old.

John Arnett- Student 

"I congratulate The Academy for a great facility and good lab computers. The Academy is great and I will definitely be taking more courses and utilizing the services available. Omer Palo is an excellent instructor that truly knows his material. I never felt bored in his class which is a first for me. Thank You."

IT Director, Burger King Corporation

"The instructor Frank Martinez is excellent – he covered so much material in 2 weeks that was unbelievable! He definitely knows what he does and it shows in the way that he conducts each lecture. He is the greatest!"
"Thanks Academy for allowing me to experience the MCSA / MCSE + Security Boot camp."

IT Professional, Florida International University



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