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CADLLP
Contributed by: Pantinople
  • 1. Learning driven by curiosity, personal interes, or enjoymen; encourage deep engagement
A) Importance
B) Extrinsic motivation
C) Social motivation
D) Intrinsic motivation
  • 2. Learning driven by external rewards, grades, or recognition; can be reinforced with desired behavior
A) Extrinsic motivation
B) Intrinsic motivation
C) Importance
D) Social motivation
  • 3. Learners have varying intellectual abilities and thinking skills
A) Instructional strategies
B) Cognitive differences
C) Learning styles and pace
D) Inclusive teaching
  • 4. Some learners are visual, others auditory or kinesthetic; peace of learning differs
A) Instructional strategies
B) Learning style and pace
C) Cognitive differences
D) Inclusive teaching
  • 5. Ensures all learners, including those with special needs, access meaningful instruction
A) Instructional strategies
B) Learning style and pace
C) Inclusive teaching
D) Cognitive differences
  • 6. Differentiated instruction, scaffolding, and cooperative support diverse learners
A) Instructional strategies
B) Inclusive teaching
C) Cognitive differences
D) Learning style and pace
  • 7. Learning occurs through senses and actions; infants explore the environment
A) Formal operational (11 + years)
B) Preoperational (2-7 years)
C) Concrete Operational (7-11 years)
D) Sensorimotor (0-2 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) Concrete Operational ( 7-11 years)
B) Sensorimotor (0-2 years)
C) Preoperational (2-7 years)
D) Formal operational (11 + years)
  • 10. Abstract and hypothetical thinking develops; learners can reason systematically
A) Concrete Operational (7-11 years)
B) Formal operational (11+ years)
C) Preoperational (2-7 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) Natural development
D) Emotional development (Erickson)
  • 12. Learners manage feeling, build relationships and form identity; critical for adjustment
A) Moral development (Kohlberg)
B) Emotional development (Erickson)
C) Natural development
D) Physical development (frued)
  • 13. Primary influencers in shaping values attitudes and social skills
A) Important of social skills
B) Impact of learning
C) Peer influence
D) Role of family and community
  • 14. Can positively encourage collaboration or negatively pressure conformity
A) Peer influence
B) Importance of social skills
C) Role of family and community
D) Teachers role
  • 15. It refers to the definition of importance of social skills
A) Encourage to communicate, resolve conflicts, and work in terms
B) Primary influencers n shaping values attitudes and social skills
C) Guide learners to build healthy relationships and positive social behaviors
D) Learning to communicate, resolve conflicts, and work in teams support overall development
  • 16. Visual, auditory, and kinesthetic preferences affect how learners process information
A) Piaget stages of development
B) Learners characteristics
C) Gardner's multiple Intelligence
D) Learning styles
  • 17. Learners have different strengths; linguistics, logical-mathematical, musical
A) Erickson multiple development
B) Gardner's multiple Intelligence
C) Frued theory of evolution
D) All of them
  • 18. Lessons match learner's cognitive emotional and social stage
A) Differentiated instruction
B) Engagement instruction
C) Developmentally appropriate teaching
D) Engagement strategies
  • 19. Adapting content process and assessment to meet individual needs
A) Differentiated instruction
B) Engagement strategies
C) Developmentally appropriate teaching
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) Engagement strategies
B) Goal
C) Developmentally appropriate teaching
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) Cognitive development
C) Socio-emotional development
D) Moral 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) Moral development
D) Physical development
  • 24. This is the growth of the body and the brain. Including motor skills
A) Physical development
B) Socio-emotional development
C) Cognitive development
D) Moral development
  • 25. This is the process of learning what is right and wrong
A) Physical development
B) Socio-emotional development
C) Cognitive 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) The adolescent learners (12-18)
C) Universal principles for all learners
D) Formal learners
  • 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) Universal principles for all learners
C) The adolescent learners (12-18)
D) Formal learners
  • 28. Regardless of age all learners benefit from these key approaches
A) The adolescent learners (12-18)
B) The child learners (6-12)
C) Universal principles for all learners
D) Formal operational learners
  • 29. This theory focuses on how children think reason and understand the world
A) Piaget's stages of cognitive development
B) Frued theory of evolution
C) Erickson multiple Intelligence
D) Gardner's theory of intelligence
  • 30. Infants learn about the world through their senses (looking, hearing, touching)
A) Sensorimotor stage (0-2)
B) Preoperational stage (2-7)
C) Concrete Operational stage (7-11)
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) Formal operational stage (12+ Years)
C) Sensorimotor stage (0-2)
D) Preoperational stage (2-7)
  • 32. Children's thinking becomes more logical and organized
A) Preoperational stage (2-7)
B) Sensorimotor stage (0-2)
C) Concrete Operational stage (7-11)
D) Formal operational stage (12+)
  • 33. Adolescents develop the ability to think abstractly and reason about hypothetical problems
A) Concrete Operational stage (7-11)
B) Sensorimotor stage (0-2)
C) Preoperational stage (2-7)
D) Formal operational stage (12+)
  • 34. This theory outlines how a person's personality develops over time an entire life span.
A) Erickson stages of psychological development
B) Blooms taxonomy
C) Gardner's multiple Intelligence
D) Frueds theory of psychosocial development
  • 35. The infant is dependent on caregivers. If their basic needs are met.
A) Autonomy vs shame and doubt
B) Industry vs inferiority
C) Initiative vs guilt
D) Trust vs mistrust
  • 36. Toddlers begin to assert their independence if they are allowed to explore and be independent
A) Autonomy vs shame and doubt
B) Trust vs mistrust
C) Initiative vs guilt
D) Identity vs role confusion
  • 37. Preschoolers begin to take initiative in activities and play. If encouraged they develop a sense of purpose
A) Industry vs inferiority
B) Trust vs mistrust
C) Identify vs role confusion
D) Initiative vs guilt
  • 38. Children enter school and begin to compare themselves to their peers
A) Identify vs role confusion
B) Initiative vs guilt
C) Autonomy vs shame and doubt
D) Industry vs inferiority
  • 39. Adolescents explore their independence and develop a sense of self they ask "who I am"
A) Industry vs inferiority
B) Trust vs mistrust
C) Initiative vs guilt
D) Identify vs role confusion
  • 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 phallic stage
B) The anal stage
C) The oral stage
D) The genital 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 - retentive
C) Anal - expulsive
D) Anal - reactive
  • 44. If parents are too strict the child may become overly neat punctual and obsessive
A) Anal - expulsive
B) Anal - responsive
C) Anal - reflective
D) Anal - retentive
  • 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) Endipius complex
B) Electrous complex
C) Electra complex
D) Oedipus complex
  • 47. These are the unconscious desires for parents (girls)
A) Oedipus complex
B) Electra complex
C) Endipius complex
D) Electrous complex
  • 48. This stage is a period of relative calm sexual impulse are repressed or put on hold
A) The phallic stage
B) The oral stage
C) The latency stage
D) The genital stage
  • 49. Sexual desires re-emerge and mature the focus is no longer on personal pleasure but on finding gratification
A) The genital stage
B) The anal stage
C) The phallic stage
D) The latency stage
  • 50. __________ introduce the multiple Intelligence theory
A) John Flavell
B) John Watson
C) Sigmund Freud
D) Howard Gardner
  • 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 multiple Intelligence
B) Set of principles modalities
C) Set of distinct modalities
D) Set of instinct modalities
  • 53. The capacity to use language effectively for reading writing speaking and listening
A) Linguistics intelligence
B) Musical intelligence
C) Logical-mathematical intelligence
D) Interpersonal intelligence
  • 54. The ability to analyze problems logically perform mathematical operations
A) Bodily kinesthetic intelligence
B) Logical-mathematical intelligence
C) Musical intelligence
D) Interpersonal 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) Bodily kinesthetic intelligence
B) Interpersonal intelligence
C) Intra personal intelligence
D) Musical intelligence
  • 57. The ability to understand and interact effectively with others
A) Interpersonal intelligence
B) Naturalistic intelligence
C) Intra personal intelligence
D) Existential intelligence
  • 58. The ability to understand oneself including thoughts emotions and motivations
A) Visual spatial intelligence
B) Intra personal intelligence
C) Interpersonal intelligence
D) Bodily kinesthetic intelligence
  • 59. The ability to recognize categorize and interact effectively with natural phenomena
A) Naturalistic intelligence
B) Existential intelligence
C) Visual spatial intelligence
D) Bodily kinesthetic intelligence
  • 60. Sensitivity and capacity to tackle deep questions about existence life death and the universe
A) Bodily kinesthetic intelligence
B) Visual spatial intelligence
C) Naturalistic intelligence
D) Existential intelligence
  • 61. The ability to perceive visualize and manipulate objects and spaces in the minds
A) Naturalistic intelligence
B) Existential intelligence
C) Visual spatial intelligence
D) Bodily kinesthetic intelligence
  • 62. Education should engage ______to address diverse learners strength
A) Cognitive development
B) Metacognition
C) Intelligence
D) Multiple Intelligence
  • 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 metacognition
B) Frames of intelligence
C) Frames of mind
D) Frames of multiple Intelligence
  • 65. Learning occurs through reinforcement and rewards behavior are shaped
A) Cognitivism
B) Behaviorism
C) Social Learning theory
D) Constructivism
  • 66. Focuses on mental processes like memory thinking and problem solving
A) Social Learning theory
B) Cognitivism
C) Constructivism
D) Behaviorism
  • 67. Learners actively construct knowledge through experience and reflection
A) Constructivism
B) Cognitivism
C) Social Learning theory
D) Behaviorism
  • 68. Learning happens through observation modeling and imitation of others
A) Behaviorism
B) Constructivism
C) Social Learning theory
D) Cognitivism
  • 69. Learners must be mentally physically and emotionally prepared to learn
A) Primacy
B) Effect
C) Exercise
D) Readiness
  • 70. Repetition and practice strengthen the learning and mystery of skills
A) Readiness
B) Effect
C) Exercise
D) Primacy
  • 71. Positive experiences encourage learning while negative experiences can hinder it
A) Effect
B) Primacy
C) Exercise
D) Readiness
  • 72. What is learned first leaves a lasting impression making initial teaching crucial
A) Readiness
B) Effect
C) Primacy
D) Exercise
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