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