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