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