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