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