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