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CADLLP
  • 1. Learning driven by curiosity, personal interes, or enjoymen; encourage deep engagement
A) Importance
B) Social motivation
C) Intrinsic motivation
D) Extrinsic motivation
  • 2. Learning driven by external rewards, grades, or recognition; can be reinforced with desired behavior
A) Extrinsic motivation
B) Importance
C) Social motivation
D) Intrinsic motivation
  • 3. Learners have varying intellectual abilities and thinking skills
A) Instructional strategies
B) Learning styles and pace
C) Cognitive differences
D) Inclusive teaching
  • 4. Some learners are visual, others auditory or kinesthetic; peace of learning differs
A) Cognitive differences
B) Learning style and pace
C) Instructional strategies
D) Inclusive teaching
  • 5. Ensures all learners, including those with special needs, access meaningful instruction
A) Instructional strategies
B) Learning style and pace
C) Cognitive differences
D) Inclusive teaching
  • 6. Differentiated instruction, scaffolding, and cooperative support diverse learners
A) Instructional strategies
B) Learning style and pace
C) Inclusive teaching
D) Cognitive differences
  • 7. Learning occurs through senses and actions; infants explore the environment
A) Sensorimotor (0-2 years)
B) Formal operational (11 + years)
C) Preoperational (2-7 years)
D) Concrete Operational (7-11 years)
  • 8. Symbolic thinking develops; logic is limited, and egocentrism is common
A) Formal operational (11 + years)
B) Preoperational(2-7 years)
C) Concrete Operational ( 7-11 years)
D) Sensorimotor (0-2 years)
  • 9. Logical thinking emerges; children understand concrete events and relationship
A) Concrete Operational ( 7-11 years)
B) Formal operational (11 + years)
C) Preoperational (2-7 years)
D) Sensorimotor (0-2 years)
  • 10. Abstract and hypothetical thinking develops; learners can reason systematically
A) Sensorimotor (0-2 years)
B) Concrete Operational (7-11 years)
C) Formal operational (11+ years)
D) Preoperational (2-7 years)
  • 11. Learners progress from obedience to authority to principled ethical reasoning
A) Moral development (Kohlberg)
B) Emotional development (Erickson)
C) Natural development
D) Physical development (frued)
  • 12. Learners manage feeling, build relationships and form identity; critical for adjustment
A) Physical development (frued)
B) Emotional development (Erickson)
C) Moral development (Kohlberg)
D) Natural development
  • 13. Primary influencers in shaping values attitudes and social skills
A) Role of family and community
B) Impact of learning
C) Peer influence
D) Important of social skills
  • 14. Can positively encourage collaboration or negatively pressure conformity
A) Teachers role
B) Role of family and community
C) Peer influence
D) Importance of social skills
  • 15. It refers to the definition of importance of social skills
A) Encourage to communicate, resolve conflicts, and work in terms
B) Guide learners to build healthy relationships and positive social behaviors
C) Learning to communicate, resolve conflicts, and work in teams support overall development
D) Primary influencers n shaping values attitudes and social skills
  • 16. Visual, auditory, and kinesthetic preferences affect how learners process information
A) Learning styles
B) Piaget stages of development
C) Learners characteristics
D) Gardner's multiple Intelligence
  • 17. Learners have different strengths; linguistics, logical-mathematical, musical
A) All of them
B) Erickson multiple development
C) Frued theory of evolution
D) Gardner's multiple Intelligence
  • 18. Lessons match learner's cognitive emotional and social stage
A) Engagement strategies
B) Engagement instruction
C) Differentiated instruction
D) Developmentally appropriate teaching
  • 19. Adapting content process and assessment to meet individual needs
A) Developmentally appropriate teaching
B) Goal
C) Differentiated instruction
D) Engagement strategies
  • 20. Use methods that stimulate interest participation and critical thinking
A) Goal
B) Engagement strategies
C) Developmentally appropriate teaching
D) Differentiated instruction
  • 21. Provide meaningful and effective learning experiences for children and adolescents of diverse
A) Developmentally appropriate teaching
B) Engagement strategies
C) Differentiated instruction
D) Goal
  • 22. This is how a person's thinking skills change over time. It includes memory problem solving and decision-making
A) Socio-emotional development
B) Cognitive development
C) Moral development
D) Physical development
  • 23. This refers to how they understand and manage their feelings and how they interact with others
A) Socio-emotional development
B) Moral development
C) Physical development
D) Cognitive development
  • 24. This is the growth of the body and the brain. Including motor skills
A) Cognitive development
B) Physical development
C) Moral development
D) Socio-emotional development
  • 25. This is the process of learning what is right and wrong
A) Physical development
B) Moral development
C) Socio-emotional development
D) Cognitive development
  • 26. This stage is often called middle childhood. Children at this age are very different from adolescents
A) The adolescent learners (12-18)
B) Formal learners
C) The child learners (6-12)
D) Universal principles for all learners
  • 27. Time of major change and transition they are no longer children and are beginning to think like adults
A) Universal principles for all learners
B) The adolescent learners (12-18)
C) The child learners (6-12)
D) Formal learners
  • 28. Regardless of age all learners benefit from these key approaches
A) The adolescent learners (12-18)
B) Universal principles for all learners
C) The child learners (6-12)
D) Formal operational learners
  • 29. This theory focuses on how children think reason and understand the world
A) Gardner's theory of intelligence
B) Piaget's stages of cognitive development
C) Erickson multiple Intelligence
D) Frued theory of evolution
  • 30. Infants learn about the world through their senses (looking, hearing, touching)
A) Preoperational stage (2-7)
B) Concrete Operational stage (7-11)
C) Sensorimotor stage (0-2)
D) Formal operational stage (12+ years)
  • 31. Children begin to think symbolically and use words and pictures to represent objects
A) Preoperational stage (2-7)
B) Formal operational stage (12+ Years)
C) Sensorimotor stage (0-2)
D) Concrete Operation stage (7-11)
  • 32. Children's thinking becomes more logical and organized
A) Concrete Operational stage (7-11)
B) Formal operational stage (12+)
C) Sensorimotor stage (0-2)
D) Preoperational stage (2-7)
  • 33. Adolescents develop the ability to think abstractly and reason about hypothetical problems
A) Formal operational stage (12+)
B) Preoperational stage (2-7)
C) Concrete Operational stage (7-11)
D) Sensorimotor stage (0-2)
  • 34. This theory outlines how a person's personality develops over time an entire life span.
A) Erickson stages of psychological development
B) Blooms taxonomy
C) Gardner's multiple Intelligence
D) Frueds theory of psychosocial development
  • 35. The infant is dependent on caregivers. If their basic needs are met.
A) Trust vs mistrust
B) Autonomy vs shame and doubt
C) Industry vs inferiority
D) Initiative vs guilt
  • 36. Toddlers begin to assert their independence if they are allowed to explore and be independent
A) Trust vs mistrust
B) Identity vs role confusion
C) Autonomy vs shame and doubt
D) Initiative vs guilt
  • 37. Preschoolers begin to take initiative in activities and play. If encouraged they develop a sense of purpose
A) Industry vs inferiority
B) Initiative vs guilt
C) Identify vs role confusion
D) Trust vs mistrust
  • 38. Children enter school and begin to compare themselves to their peers
A) Identify vs role confusion
B) Initiative vs guilt
C) Industry vs inferiority
D) Autonomy vs shame and doubt
  • 39. Adolescents explore their independence and develop a sense of self they ask "who I am"
A) Industry vs inferiority
B) Initiative vs guilt
C) Identify vs role confusion
D) Trust vs mistrust
  • 40. This is the Theory of psychosexual development the most famous and, at the same time most debated
A) Frueds theory of psychosexual development
B) Blooms taxonomy
C) Erickson stages of psychological development
D) Gardner's multiple Intelligence
  • 41. The infant's primary source of pleasure and interaction is through the mouth
A) The oral stage
B) The genital stage
C) The phallic stage
D) The anal stage
  • 42. The fucos of pleasure shifts to the anus particularly with the process of toilet training
A) The oral stage
B) The latency stage
C) The phallic stage
D) The anal stage
  • 43. If parents are too lenient the child may become messy disorganized and rebellious
A) Anal - reflective
B) Anal - reactive
C) Anal - expulsive
D) Anal - retentive
  • 44. If parents are too strict the child may become overly neat punctual and obsessive
A) Anal - reflective
B) Anal - expulsive
C) Anal - retentive
D) Anal - responsive
  • 45. The child's pleasure zone moves to the genitals this is the most controversial stage
A) The anal stage
B) The phallic stage
C) The latency stage
D) The genital stage
  • 46. These are the unconscious desires for parents (boys)
A) Electra complex
B) Electrous complex
C) Oedipus complex
D) Endipius complex
  • 47. These are the unconscious desires for parents (girls)
A) Electrous complex
B) Oedipus complex
C) Endipius complex
D) Electra complex
  • 48. This stage is a period of relative calm sexual impulse are repressed or put on hold
A) The oral stage
B) The phallic stage
C) The genital stage
D) The latency stage
  • 49. Sexual desires re-emerge and mature the focus is no longer on personal pleasure but on finding gratification
A) The phallic stage
B) The latency stage
C) The genital stage
D) The anal stage
  • 50. __________ introduce the multiple Intelligence theory
A) John Flavell
B) Howard Gardner
C) Sigmund Freud
D) John Watson
  • 51. Multiple Intelligence introduced on the year?
A) 1938
B) 1984
C) 1983
D) 1982
  • 52. Intelligence is not a single general ability measured by IQ test but _________
A) Set of instinct modalities
B) Set of distinct modalities
C) Set of multiple Intelligence
D) Set of principles modalities
  • 53. The capacity to use language effectively for reading writing speaking and listening
A) Logical-mathematical intelligence
B) Musical intelligence
C) Interpersonal intelligence
D) Linguistics intelligence
  • 54. The ability to analyze problems logically perform mathematical operations
A) Bodily kinesthetic intelligence
B) Logical-mathematical intelligence
C) Musical intelligence
D) Interpersonal intelligence
  • 55. Sensitivity to pitch rhythm tone and music ability to create perform and appreciate music
A) Interpersonal intelligence
B) Bodily kinesthetic intelligence
C) Linguistics intelligence
D) Musical intelligence
  • 56. The ability to control body movements and handle objects skillfully
A) Interpersonal intelligence
B) Musical intelligence
C) Bodily kinesthetic intelligence
D) Intra personal intelligence
  • 57. The ability to understand and interact effectively with others
A) Intra personal intelligence
B) Naturalistic intelligence
C) Interpersonal intelligence
D) Existential intelligence
  • 58. The ability to understand oneself including thoughts emotions and motivations
A) Visual spatial intelligence
B) Bodily kinesthetic intelligence
C) Intra personal intelligence
D) Interpersonal intelligence
  • 59. The ability to recognize categorize and interact effectively with natural phenomena
A) Visual spatial intelligence
B) Naturalistic intelligence
C) Bodily kinesthetic intelligence
D) Existential intelligence
  • 60. Sensitivity and capacity to tackle deep questions about existence life death and the universe
A) Naturalistic intelligence
B) Existential intelligence
C) Bodily kinesthetic intelligence
D) Visual spatial intelligence
  • 61. The ability to perceive visualize and manipulate objects and spaces in the minds
A) Visual spatial intelligence
B) Bodily kinesthetic intelligence
C) Naturalistic intelligence
D) Existential intelligence
  • 62. Education should engage ______to address diverse learners strength
A) Intelligence
B) Metacognition
C) Cognitive development
D) Multiple Intelligence
  • 63. It refers to a theory describing the different ways students learn and acquired information
A) Cognitive behavioral
B) Multiple Intelligence
C) Metacognition
D) Intelligence
  • 64. Howard Gardner proposed the theory of multiple Intelligence in his 1983 book _______
A) Frames of intelligence
B) Frames of multiple Intelligence
C) Frames of mind
D) Frames of metacognition
  • 65. Learning occurs through reinforcement and rewards behavior are shaped
A) Behaviorism
B) Cognitivism
C) Social Learning theory
D) Constructivism
  • 66. Focuses on mental processes like memory thinking and problem solving
A) Cognitivism
B) Behaviorism
C) Constructivism
D) Social Learning theory
  • 67. Learners actively construct knowledge through experience and reflection
A) Social Learning theory
B) Constructivism
C) Cognitivism
D) Behaviorism
  • 68. Learning happens through observation modeling and imitation of others
A) Social Learning theory
B) Behaviorism
C) Constructivism
D) Cognitivism
  • 69. Learners must be mentally physically and emotionally prepared to learn
A) Readiness
B) Effect
C) Primacy
D) Exercise
  • 70. Repetition and practice strengthen the learning and mystery of skills
A) Readiness
B) Primacy
C) Exercise
D) Effect
  • 71. Positive experiences encourage learning while negative experiences can hinder it
A) Readiness
B) Exercise
C) Effect
D) Primacy
  • 72. What is learned first leaves a lasting impression making initial teaching crucial
A) Exercise
B) Effect
C) Readiness
D) Primacy
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