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