USCG AUXILIARY LATEST
INSTRUCTOR PQS
EXAM
Describe different strategies for removing barriers to learning for those
with special needs - ANSWERS-Visual Limitations- Students
experience visual challenges for several reasons. Some have difficulty
seeing, even with corrective lens. Others may be excessively bothered
by glare or by bright lights. Still others may have color blindness that
interferes with their understanding of the visual slides.
Auditory Considerations- For students who require a signer using
American Sign Language, try to find if one is available. Most students
will know of one, if they have used someone in the past. Both the
student and the signer should be able to see well while minimizing
distraction for other students. Many hearing-impaired people read lips.
An instructor should always face students when presenting.
List and explain techniques employed by effective online instructors. -
ANSWERS-• Keep students actively engaged in course related
activities.
• Pace online discussions and keep track of discussion tracks and
progress on student assignments.
END OF
PAGE
1
, USCG AUXILIARY LATEST
INSTRUCTOR PQS
EXAM
• Provide information and insights when needed after allowing time to
see if a student provides the insight or information, thereby not
dominating the discussion.
• Weave together different threads of a discussion and relate them to
various parts of the course.
• Cultivate a community feeling in which students feel free to share
ideas and make mistakes. Distribute a class roster and do other things to
maintain a personal touch that can be easily lost because of the
technology.
• Combine fact-based learning with problem-based and real-life learning
experiences.
Explain the four distance learning types of student-teacher interaction
and appropriate applications for each. Detail specific benefits and
concerns for non-interactive lessons - ANSWERS-Interactive versus
Non-Interactive Learning
END OF
PAGE
2
, USCG AUXILIARY LATEST
INSTRUCTOR PQS
EXAM
Synchronous versus Asynchronous Learning
State multiple examples of instructional equipment and their effective
use - ANSWERS-Chalkboards and Dry-Erase Boards Boards are the
most familiar aid to teaching and have been used widely by generations
of teachers. Chalkboards are being replaced by dry-erase or whiteboards.
Boards can be effective in presenting information that occurs
spontaneously during class, as well as recording ideas from students and
presenting lists or tables that require student input. In planning for and
using a board, the following tips can be helpful: • Plan all work for a
board by sketching it in the lesson plan. • Use key words and phrases —
avoid wordiness. • Use colors to add interest, highlight important
features or facts, and to distinguish between different types of responses.
• Start with a totally clean board and use the best quality chalk or dry
markers. • Write clearly with large, bold, uncrowded letters that are at
least two inches high so they are legible throughout an average
classroom. • Both SAY and WRITE whatever is put on the board. •
Don't block the audience's view of the board while writing.
Flip Charts Plan in advance how the flip chart will be used. Avoid
hastily drawn sketches. Flip charts are effective for keeping track of
ideas generated during a discussion. Flip charts are ideal as a parking lot
or anchorage for later dialogue of these ideas and function.
END OF
PAGE
3
INSTRUCTOR PQS
EXAM
Describe different strategies for removing barriers to learning for those
with special needs - ANSWERS-Visual Limitations- Students
experience visual challenges for several reasons. Some have difficulty
seeing, even with corrective lens. Others may be excessively bothered
by glare or by bright lights. Still others may have color blindness that
interferes with their understanding of the visual slides.
Auditory Considerations- For students who require a signer using
American Sign Language, try to find if one is available. Most students
will know of one, if they have used someone in the past. Both the
student and the signer should be able to see well while minimizing
distraction for other students. Many hearing-impaired people read lips.
An instructor should always face students when presenting.
List and explain techniques employed by effective online instructors. -
ANSWERS-• Keep students actively engaged in course related
activities.
• Pace online discussions and keep track of discussion tracks and
progress on student assignments.
END OF
PAGE
1
, USCG AUXILIARY LATEST
INSTRUCTOR PQS
EXAM
• Provide information and insights when needed after allowing time to
see if a student provides the insight or information, thereby not
dominating the discussion.
• Weave together different threads of a discussion and relate them to
various parts of the course.
• Cultivate a community feeling in which students feel free to share
ideas and make mistakes. Distribute a class roster and do other things to
maintain a personal touch that can be easily lost because of the
technology.
• Combine fact-based learning with problem-based and real-life learning
experiences.
Explain the four distance learning types of student-teacher interaction
and appropriate applications for each. Detail specific benefits and
concerns for non-interactive lessons - ANSWERS-Interactive versus
Non-Interactive Learning
END OF
PAGE
2
, USCG AUXILIARY LATEST
INSTRUCTOR PQS
EXAM
Synchronous versus Asynchronous Learning
State multiple examples of instructional equipment and their effective
use - ANSWERS-Chalkboards and Dry-Erase Boards Boards are the
most familiar aid to teaching and have been used widely by generations
of teachers. Chalkboards are being replaced by dry-erase or whiteboards.
Boards can be effective in presenting information that occurs
spontaneously during class, as well as recording ideas from students and
presenting lists or tables that require student input. In planning for and
using a board, the following tips can be helpful: • Plan all work for a
board by sketching it in the lesson plan. • Use key words and phrases —
avoid wordiness. • Use colors to add interest, highlight important
features or facts, and to distinguish between different types of responses.
• Start with a totally clean board and use the best quality chalk or dry
markers. • Write clearly with large, bold, uncrowded letters that are at
least two inches high so they are legible throughout an average
classroom. • Both SAY and WRITE whatever is put on the board. •
Don't block the audience's view of the board while writing.
Flip Charts Plan in advance how the flip chart will be used. Avoid
hastily drawn sketches. Flip charts are effective for keeping track of
ideas generated during a discussion. Flip charts are ideal as a parking lot
or anchorage for later dialogue of these ideas and function.
END OF
PAGE
3
