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