Module 5-7

Front 1

1.It referes to the preferred way an individual process information.A.Learning/Thingking StylesB.Mode of thinkingC.Problem Solving

Back 1

A-Learning/Thinking Styles

Front 2

2.He is the one that breaks down Visual Learners into visual-iconic and visuao symbolicA. Ri CordeB. Ri ChardeC. Ri Charge

Back 2

B- RI Charde

Front 3

3.Learners are more interested in visual imagery such as film,graphic displays or picture in order to solidify learning.A. Visual-iconicB. Visual symbolicC. Visual Learners

Back 3

A- Visual Iconic

Front 4

4.Learners feel comfortable with abstract symbolism such as mathematical formulae or the written wordA. Visual-iconicB. Visual symbolicC. Visual Learners

Back 4

B- Visual-Iconic

Front 5

5.They learn best through verbal lectures.discussion,talking things through and listening to what others have to say.A. Visual-iconicB. Visual symbolicC. Auditory Learners

Back 5

C- Auditory Learners

Front 6

6.This is one of the type of Auditory Learners,this learners most likely do well in school.A. ListenersB.TalkerC. Auditory Learners

Back 6

A-Listeners

Front 7

7.The ability to "see" things in one's mind in planning to create a product or solve a problem.A.Picture SmartB. Word SmartC.Body Smart

Back 7

A- Picture Smart

Front 8

8.This intelligence is always valued in the traditional classroom and in traditional assessment of intelligence and achievement.A.Picture SmartB. Word SmartC.Body Smart

Back 8

B- Word Smart

Front 9

9. Also highly valued in the traditional classroom where students are asked to adapt to logically sequence delivery of instructions.A.Picture SmartB. Number Smart/ Logic SmartC.Body Smart

Back 9

B- Number Smart / Logic Smart

Front 10

10. This intelligence is the domain of "overly active" learners. It promotes understanding through concrete experience.A.Picture SmartB. Number Smart/ Logic SmartC.Body Smart

Back 10

C.Body Smart

Front 11

11. This intelligence seeks connections to real word understanding and application of new learning.A.Picture SmartB. Number Smart/ Logic SmartC.Spirit Smart

Back 11

C.Spirit Smart

Front 12

12. Learning through patterns comma rhythms and music. This includes not only auditory learning but also the identification of patterns through all of the senses.A.Musical SmartB. Number Smart/ Logic SmartC.Spirit Smart

Back 12

A.Musical Smart

Front 13

13. This is a decidedly effective component of learning through which students place value and what they learn and take ownership of their learning.A.Musical SmartB. Self SmartC.Spirit Smart

Back 13

B. Self Smart

Front 14

14. This intelligence promotes collaboration and working cooperatively with others.A.People SmartB. Self SmartC.Spirit Smart

Back 14

A-People Smart

Front 15

15. Learning through classification , categories and hierarchies. It is not simply the study of the nature it can be used in all areas of study.A.People SmartB. Self SmartC.Nature Smart

Back 15

C- Nature Smart

Front 16

16. They may think in pictures and learn best from visual aids including: diagrams, illustrated text books, overhead transparencies ,videos,flipcarts and hand-outs .A.Vusual Learners B. Kinesthetic LearnersC. Auditory Learners

Back 16

A- Visual Learners

Front 17

17. They can attend aurally to details, translate the spoken word easily into the written word, and are not easily distracted in their listening ability.A.Vusual Learners B. Kinesthetic LearnersC. Auditory Learners

Back 17

C- Auditory Learners

Front 18

18.They may not benefit so much from the discussion or the written materials,and may become distracted by their need for activity and exploration.A.Vusual Learners B. Kinesthetic LearnersC. Auditory Learners

Back 18

B. Kinesthetic Learners

Front 19

19. He was the first american psychologist to work with Pavlov's ideas. He considered the humans are born with a few reflexes and the emotional reaction of love and rage.A. John WatsonB. Ivan PavlovC.Edward Thorndike

Back 19

A. John Watson

Front 20

20. A measurable impairment or limitation that interferes with the person's ability refer to a physical , sensory or mental condition.A.DisabilityB. HandicapC. Autism

Back 20

A- Disability

Front 21

21. IDEA is the law that provides comprehensive service and support for exceptional learners.

Back 21

True

Front 22

22. As future teachers , it is necessary to have both the right and formation and proper attitude in dealing with special learners.

Back 22

True

Front 23

23. Visual impairments refers to the presence of two or more different types of disability , at times at a profound level.

Back 23

False

Front 24

24. Autism is a condition manifested by different levels of impaired social interaction and communication ,

Back 24

True

Front 25

25. Mental retardation refers to significant sub average intelligence and deficits in adaptive behavior.

Back 25

True

Front 26

26. In emotional/conduct disorder does not involve the presence of emotional states like depression and aggression over a considerable amount of time.

Back 26

False

Front 27

27. ADHD stand for attention-deficit hyperactivity disorder.

Back 27

True

Front 28

28. The learning disabilities in reading is called this called dyslexia.

Back 28

True

Front 29

29. The learning disabilities in writing is called dyscalculia.

Back 29

False

Front 30

30. Hearing impairments involves malfunction of that year or auditory nerves that hinders perception sounds within the frequency range of normal speech.

Back 30

True

Front 31

31. Giftedness involves a significantly higher level of cognitive development.

Back 31

True

Front 32

32. Putting the person first ,not the disability.

Back 32

True

Front 33

33. Using people first language and applying the guidelines will remind you to have more respectful and accepting attitude towards learners with exceptionalities.

Back 33

True

Front 34

34. Use a variety of review and reflection strategies to bring closure to learning.

Back 34

True

Front 35

35. Do not use descriptive feedback rather than simple praises.

Back 35

False

Front 36

36. It states that a connection between stimulus and response is strengthened with the consequence is positive and the connection between the stimulus and response is weakened when the consequence is negative.

Back 36

Law of effect

Front 37

37. This tell us that the more an S-R (Stimulus response) bond I'd practice the stronger it will become "Practice makes Perfect" seem to be associated with this.

Back 37

Law of Exercise

Front 38

38. This states that the more the less the learner has to respond to the stimulus , the stronger will be the bond between them.

Back 38

Law of Readiness

Front 39

39. That dog could learn to discriminate between similar bells (stimuli) and discern which bell would result in the presentation of food and which would not.

Back 39

Descrimination

Front 40

40. In the findings of Pavlov's, once the dog has learned to salivate at the sound of the bell , it will salivate another similar sounds.

Back 40

Stimulus Generalization

Front 41

41. Once the dog has been conditioned to associate the value of food , another and conditions de milios , such as a line may be flush at the same time that the bell is rung.

Back 41

Higher-Order Conditioning

Front 42

42. The response can be "recovered" after an a elapse time but it will soon extinguished if the dog is not presented with a foodh again.

Back 42

Spontaneous Recovery

Front 43

43. If you stop pairing the belle with a food comma salivation eventually cease in response to the bell.

Back 43

Extinction

Front 44

44. He coined the term apparent conditioning it means roughly changing of behavior by the use of reinforcement which is given after the desired response

Back 44

B.F Skinner

Front 45

45. It is anything that threatens the desired response, it can be positive or negative.

Back 45

Reinforces

Front 46

46. The response from the environment that neither increase or decrease the probability of a behavior being repeated.

Back 46

Neutral Operants

Front 47

47. Is any stimulus that is given or added to increase the response.

Back 47

Positive Reinforcement

Front 48

48. It is any stimulus that result and the increased frequency of a response when it is withdrawn or removed.

Back 48

Negative Reinforcement

Front 49

49. It is the response from the environment that decreased the likelihood of the behavior being repeated.

Back 49

Punishers

Front 50

50. He is a russian psychologist , is well known for his work in classical conditioning or stimulus substitution.

Back 50

Ivan Pavlov

Front 51

51. Students ________is enhanced by diversity.

Back 51

Self Awareness

Front 52

52. Student diversity contributes to _______ Development.

Back 52

Cognitive

Front 53

53. Aside from _______ diversity , identify patterns of unity that transcend group differences.

Back 53

Highlighting

Front 54

54. __________high expectations to students from all subgroups.

Back 54

Communicate

Front 55

55. Very the examples you use to________ concepts in order to provide multiple context that are relevant to students from diverse background.

Back 55

Ilustrate

Front 56

56._________ your methods of assessing and evaluating student learning.

Back 56

Diversity

Front 57

57. Your _______is usually described as a personality dimension which influences your attitudes ,values and social interactions.

Back 57

Style

Front 58

58. There are several perspectives about learning thinking styles . We should focus on____ ______ and the global analytic continuum.

Back 58

Sensory Preference

Front 59

59. Learning/thinking styles refer to the preferred way an individual processes information. They describe a person typical mood of thinking , remembering or______ _____.

Back 59

Problem solving

Front 60

60. Visual learners must see their teacher's ______and facial expression to fully understand the content of a lesson.

Back 60

Actions

Front 61

61. RI Charde farther breakdowns visual learners into visual iconic and visual____.

Back 61

Symbolic

Front 62

62. Visual-iconic usually have good "______", a.k.a iconic imagery and attend to pictorial detail.

Back 62

Picture Memory

Front 63

63. Auditory learners fall into two categories the listeners and ______.

Back 63

Talker

Front 64

64. Tactile/Kinesthetic learners tend to prefer "__________"measuring the use of psychomotor skills.

Back 64

Learning by doing

Front 65

65. Analytic thinkers tend to ward the linear , step by step processes of learning or_________.

Back 65

Successive Processor

Front 66

66.Verbal67. Sequential68. Visual69. Punctual70. Impulsive71. Less Punctual72. Plans ahead73. Response to logic74. Recalls people's face75. Random76. Recalls People's name77. Responds to tone of voice78. Speaks with few gestures79. Process information library80. Responds to emotion

Back 66

66. LB

67. LB

68. RB

69. LB

70. RB

71. RB

72. LB

73. LB

74. RB

75. RB

76. LB

77. RB

78.LB

79. LB

80. RB

Front 67

1-3 factors that bring about student diversity

Back 67

1.Socioeconomic Status

2. Thinking/Learning Styles

3. Exceptionalities

Front 68

4-5Two types of visual learners

Back 68

4. Visual Iconic

5. Visual-Symbolic

Front 69

6-7 two categories of auditory learners

Back 69

6. Listeners

7. Talkers

Front 70

8-10 the three primary laws

Back 70

8.Law of effect

9. Law of Exercise

10. Law of Readiness

Front 71

11-13 three types of response according to skinner.

Back 71

11.Neutral Operants

12. Reinforces

13. Punishers

Front 72

14-15 two types of sensory impairments

Back 72

14. Visual impairments

15. Hearing Impairments

Front 73

16-17 give two exceptionalities disability in specific and metaphor academic difficulties

Back 73

16. Learning Disabilities

17. Speech and Communication Disorder

Front 74

18-20 Give three types of difficulties in social emotional and behavioral difficulties.

Back 74

18. Autism

19. Mental Retardation

20. Emotional/Conduct Disorder