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