A) Organizing and planning your work B) Motivation C) Working with others D) Managing school work strees
A) Working with others B) Motivation C) Managing school work strees D) Organizing and planning your work
A) Students acquire the skills of how to learn B) All of them C) Learn for a lifetime D) Is to teach student how to learn in their own
A) All of them B) Acquired knowledge about cognitive process C) Thinking about thinking D) Learning how to learn
A) Task variables B) Person variables C) Strategy variables D) Thinking Variables
A) Strategy variables B) Task variables C) Thinking Variables D) Person variables
A) Task variables B) Person variables C) Thinking Variables D) Strategy variables
A) Meta memory B) Knowledge C) Metacognition D) Meta attention
A) Meta attention B) Meta memory C) Metacognition D) Thinking strategy
A) Fang and Cox B) John Flavell C) Ian Pavlov D) John Watson
A) All of them B) Strategy variables C) Task variables D) Person Variables
A) John Flavell B) Ian Pavlov C) Fang and Cox D) John Watson
A) Learner-centered psychological principles B) Learner-centered parental principles C) Learner-centered pedagogical principles D) Learner-centered physiology principles
A) Primarily B) External C) Conditional D) Internal
A) Deal holistically with the learners B) Organized set of principles C) Context of real world learning situations D) All of these
A) Creative thinking B) All of them C) Critical thinking D) Higher order thinking skills
A) Create representation of knowledge B) Generate personally-relevant goals C) Learning by sketchy in an area D) It is an intentional process of constructing meaning
A) Strategic thinking B) Construction of knowledge C) Higher thinking skills D) Thinking about thinking
A) Simply repeating doing thigs B) Has good working knowledge C) Quick in making conclusions D) Work oriented
A) Id B) Ego C) Megaego D) Superego
A) Superego B) Ego C) Megaego D) Id
A) Centered on the stage of cognitive development B) Individuals go through stages of development C) Role of social interaction in learning development D) General individual rights and standards
A) Mesosystem B) Microsystem C) Exosystem D) Macrosystem
A) Mesosystem B) Exosystem C) Macrosystem D) Microsystem
A) Exosystem B) Mesosystem C) Chronosystem D) Microsystem
A) Chronosystem B) Mesosystem C) Exosystem D) Macrosystem
A) Chronosystem B) Macrosystem C) Mesosystem D) Exosystem
A) All of them B) Bio ecological system theory C) Community environment theory D) Chronosystem theory
A) Gender B) All of the above C) Racial D) Ethnic or cultural background
A) All of the above B) Ethnic or cultural background C) Gender D) Racial
A) Exceptionalities B) Socioeconomic status C) Thinking/learning style D) Language
A) Learning resources B) Classroom C) Books D) School
A) Aside from highlighting diversity, identify patterns of unity that transcend group differences B) Integrate learning experience and activities which promote student's multicultural and cross cultural awareness C) Communicate low expectations to students from all sub-groups D) Encourage learner to share their personal history and experience
A) Sensory preferences B) Multiple Intelligence C) Learning/thinking styles D) Symbolic
A) Visual iconic B) Visual learners C) Hands on learners D) Visual symbolic
A) Artist B) Demonstrator C) Talkers D) Listeners
A) Listeners B) Global thinkers C) Analytic thinkers D) Tactile/kinesthetic learners
A) Multiple knowledge B) Metacognition C) Multiple Intelligence D) Psychomotor
A) Analytical thinking B) Metacognition C) Intelligences D) Multiple Intelligence
A) Analytic thinkers B) Negative thinkers C) Social thinkers D) Global thinkers
A) Global thinkers B) Social thinkers C) Negative thinkers D) Analytic thinkers
A) Autism B) Exceptionalities C) Disability D) Handicap
A) Disorder B) Exceptionalities C) Disability D) Handicap
A) Handicap B) Exceptionalities C) Disability D) Disorder
A) EDIA B) IDEA C) DIEA D) ADIE
A) Individuals with disability education act B) Individual with disorder education act C) Individual with disorder evaluation act D) Individual with disability evaluation act
A) Article XVI Sec. 3 B) Article XVII Sec. 2 C) Article XIV Sec. 2 D) Article XV Sec. 1
A) Attention-deficit hyperactivity disorder (ADHD) B) Speech and communication disorders mental C) Retardation D) Learning disabilities
A) Learning disabilities B) Speech and communication disorders mental C) Retardation D) Attention-deficit hyperactivity disorder (ADHD)
A) Retardation B) Attention-deficit hyperactivity disorder ADHD C) Speech and communication disorders mental D) Learning disabilities
A) Disability B) Autism C) Retardation D) Handicap
A) Autism B) Emotional/conduct disorders C) Physical and health impairment D) Mental retardation
A) Emotional/conduct disorders B) Physical and health impairment C) Mental retardation D) Severe and multiple disabilities
A) Mental retardation B) Physical and health impairment C) Emotional/conduct disorders D) Severe and multiple disabilities
A) Physical and health impairment B) Mental retardation C) Emotional/conduct disorders D) Severe and multiple disabilities
A) Severe and multiple disabilities B) Hearing impairments C) Visual disorder D) Visual impairments
A) Hearing disorder B) Visual impairments C) Hearing impairments D) Hearing disability
A) Joyfully B) Holiness C) Giftedness D) Luckiness
A) Visual/spatial intelligence B) Intra personal intelligence C) Musical intelligence D) Verbal/linguistics intelligence
A) Verbal/linguistics intelligence B) Existential intelligence C) Visual/spatial intelligence D) Naturalist intelligence
A) Body/kinesthetic intelligence B) Mathematical/logical intelligence C) Naturalist intelligence D) Visual/spatial intelligence
A) Naturalist intelligence B) Bodily/kinesthetic intelligence C) Musical intelligence D) Verbal/linguistics intelligence
A) Naturalist intelligence B) Intra personal intelligence C) Musical intelligence D) Existential intelligence
A) Interpersonal intelligence B) Intra personal intelligence C) Naturalist intelligence D) Musical intelligence
A) Musical intelligence B) Intra personal intelligence C) Interpersonal intelligence D) Visual/spatial intelligence
A) Naturalist intelligence B) Musical intelligence C) Interpersonal intelligence D) Existential intelligence
A) Naturalist intelligence B) Existential intelligence C) Body/kinesthetic intelligence D) Musical intelligence
A) Ian Pavlov B) Edward Throndike C) John Watson D) Sigmund Freud
A) John Watson B) John Flavell C) Edward Throndike D) Ian Pavlov
A) Law of awareness B) Law of respond C) Law of readlines D) Law of writtiness
A) Edward Throndike B) Sigmund Freud C) John Flavell D) John Watson
A) Ian Pavlov B) John Watson C) John Flavell D) Burrhus Frederick Skinner |