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