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