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