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