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