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