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