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