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