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