sjc L2

sjc L2
91問 • 1年前
  • Reviewer
  • 通報

    問題一覧

  • 1

    They serves as the prime mover of the educational wheel.

    teacher

  • 2

    They are the key participant in the learning process.

    learner

  • 3

    It provides essential ingredients that could make a headway in guiding the teaching-learning processes.

    Environment

  • 4

    The fundamental Equipment of the Learner:

    Cognitive and Appetitive Faculties

  • 5

    His/her cognitive faculties include Five senses, Instincts, Imagination, Memory, and Intellect.

    Cognitive Faculties

  • 6

    This is part of the learner's sentient body. It is said that "there is nothing in the mind which was not first in some manner in the senses. "

    Five senses

  • 7

    The word comes from the Latin word instinctus which means impulse. This means that the learner has a natural or inherent capacity or tendency to respond to environmental stimuli such as danger signs for survival or self-preservation

    Instincts

  • 8

    It is the ability to form a mental image of something that is not perceived through the senses.

    Imagination

  • 9

    This is the cognitive faculty of retaining and recalling past experiences

    Memory

  • 10

    The learner can engage in cognitive processes such as forming ideas or concepts reasoning out and making judgement.

    Intellect

  • 11

    The learner's appetitive faculties are his/her feelings and emotions and rational will.

    Appetitive Faculties

  • 12

    Positive feelings and emotions make the teaching-learning process an exciting and a joyful, fruitful affair. Negative feelings and emotions make the same process a burden. The lessons that we learn and remember most are those that have struck us in one way or another

    Feelings and emotions

  • 13

    It makes the teaching-learning process an exciting and a joyful, fruitful affair

    Positive feelings and emotions

  • 14

    It makes the same process a burden.

    Negative feelings and emotions

  • 15

    The learner's ____ serves as guiding force and the main integrating force in his/her character. It is this free will that will not allow the learner to be totally determined by his/her environment

    Will

  • 16

    The enemy of memory.

    anxiety

  • 17

    It determines the learner's capacity to understand and assimilate information for their own use and application.

    Ability

  • 18

    Refers to the learner's innate talent or gift. It indicates a natural capacity to learn certain skills

    Aptitude

  • 19

    Learner's ____ in learning makes learning no longer a task but a pleasure. Interests are not inherited. They are developed.

    Interests

  • 20

    Students who come from different socioeconomic background manifest a wide range of behavior due to differences in upbringing practices.

    Family and cultural background

  • 21

    Learners with a positive attitude will demonstrate the value of persistence in their studies. They are driven by a never-ending search for more knowledge and information

    Attitudes and values

  • 22

    The learner is gifted with intelligence. The concept of the learner's intelligence has gone beyond linguistic and mathematical intelligences.

    GARNER’S MULTIPLE INTELLIGENCE THEORY

  • 23

    This theory suggests that traditional psychometric views of intelligence are too limited. All people have different kinds of intelligence.

    GARNER’S MULTIPLE INTELLIGENCE THEORY

  • 24

    People with this skill can use their native language, and sometimes other languages, to under- stand people and express their thoughts.

    Linguistic

  • 25

    Examples of professionals with above average intelligence levels in this area include writers and ora- tors.

    Linguistic

  • 26

    Scientists are examples of people strong in the logical-mathematical intelligence because they can manipu- late numbers the way mathematicians do. They tend to have above average logical-mathematical skills also be- cause of their knowledge of causal systems.

    Logical-mathematical

  • 27

    This intelligence involves the skills people have to represent the spatial world.

    Spatial

  • 28

    People with this intelligence tend to become painters, sculptors, and architects. It is used more often in certain sciences like anatomy and topology.

    Spatial

  • 29

    This intelligence relates to the ability to use whole or certain body parts to create something, solve a problem, or display skills involving bodily move- ment at an event. 

    Bodily-kinesthetic

  • 30

    Examples of professionals strong in this intelligence include athletes and dancers.

    Bodily-kinesthetic

  • 31

    People with this intelligence have a heightened ability to hear, recognize, and remember patterns. 

    Musical

  • 32

    It involves one's ability to understand others. People strong in this intelligence can detect other people's moods, intentions, and desires. 

    Interpersonal

  • 33

    This intelligence is especially important for individuals who deal frequently with people like teachers, clinicians, and salespeople.

    Interpersonal

  • 34

    In Frames of Mind, Gardner indicated that this intelligence emerges earlier than other intelligences.

    Musical

  • 35

    An enhanced understanding of oneself is a characteristic of someone strong in the intrapersonal intelligence. 

    Intrapersonal

  • 36

    This intelligence enables people to anticipate how they would react to experiences and how to choose the experiences that can be beneficial. It also helps people be aware of the difficulties they might encounter.

    intrapersonal

  • 37

    This intelligence was added to the original seven. It relates to an individual's ability to differentiate among living things.

    Naturalist

  • 38

    People strong in this intelligence are good at classifying plants, minerals, and animals as well as rocks and grass.

    Naturalist

  • 39

    People who are strong in this intelligence are good at visualizing things.

    Visual-Spatial

  • 40

    These individuals are often good with directions as well as maps, charts, videos, and pictures

    Visual-Spatial

  • 41

    Strengths: Visual and spatial judgment

    Visual-Spatial

  • 42

    Read and write for enjoyment

    Visual-Spatial

  • 43

    Are good at putting puzzles together

    Visual-Spatial

  • 44

    Interpret pictures, graphs, and charts well

    Visual-Spatial

  • 45

    Interpret pictures, graphs, and charts well

    Visual-Spatial

  • 46

    Enjoy drawing, painting, and the visual arts

    Visual-Spatial

  • 47

    Recognize patterns easily

    Visual-Spatial

  • 48

    People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. 

    Linguistic-Verbal

  • 49

    Remember written and spoken information

    Linguistic-Verbal

  • 50

    Enjoy reading and writing

    Linguistic-Verbal Intelligence

  • 51

    Debate or give persuasive speeches

    Linguistic-Verbal Intelligence

  • 52

    Are able to explain things well

    Linguistic-Verbal Intelligence

  • 53

    Strengths: Words, language, and writing

    Linguistic-Verbal

  • 54

    These individuals are typically very good at writing stories, memorizing information, and reading.

    Linguistic-Verbal

  • 55

    People who are strong in this intelligence are good at reasoning, recognizing patterns, and logically analyzing problems.

    Logical-Mathematical

  • 56

    These individuals tend to think conceptually about numbers, relationships, and patterns.

    Logical-Mathematical

  • 57

    Strengths: Analyzing problems and mathematical operations

    Logical-Mathematical

  • 58

    Have excellent problem-solving skills

    Logical-Mathematical

  • 59

    Enjoy thinking about abstract ideas

    Enjoy thinking about abstract ideas

  • 60

    Enjoy thinking about abstract ideas

    Logical-Mathematical

  • 61

    Like conducting scientific experiments

    Logical-Mathematical

  • 62

    Can solve complex computations

    Logical-Mathematical

  • 63

    Those who have high in this intelligence are said to be good at body movement, performing actions, and physical control. 

    Bodily-Kinesthetic

  • 64

    People who are strong in this area tend to have excellent hand-eye coordination and dexterity.

    Bodily-Kinesthetic

  • 65

    Strengths: Physical movement, motor control

    Bodily-Kinesthetic

  • 66

    Are skilled at dancing and sports

    Bodily-Kinesthetic

  • 67

    Enjoy creating things with his or her hands

    Bodily-Kinesthetic

  • 68

    Have excellent physical coordination

    Bodily-Kinesthetic

  • 69

    Remember by doing, rather than hearing or seeing

    Bodily-Kinesthetic

  • 70

    People who are strong in this intelligence are good at thinking in patterns, rhythms, and sounds.

    Musical

  • 71

    They have a strong appreciation for music and are often good at musical composition and performance.

    Musical

  • 72

    Strengths: Rhythm and music

    Enjoy singing and playing musical instruments

  • 73

    Recognize musical patterns and tones easily

    Musical

  • 74

    Remember songs and melodies

    Musical

  • 75

    Have a rich understanding of musical structure, rhythm, and notes

    Musical

  • 76

    Those who are strong in this intelligence are good at understanding and interacting with other people. 

    Interpersonal

  • 77

    These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them, 

    Interpersonal

  • 78

    Strengths: Understanding and relating to other people

    Interpersonal

  • 79

    Communicate well verbally

    Interpersonal

  • 80

    Are skilled at nonverbal communication

    Interpersonal

  • 81

    • See situations from different perspectives

    Interpersonal

  • 82

    Create positive relationships with others

    Interpersonal

  • 83

    Resolve conflicts in group settings

    Interpersonal

  • 84

    It is the most recent addition to Gardner's theory and has been met with more resistance than his original seven intelligences.

    Naturalistic

  • 85

    According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species.

    Naturalistic

  • 86

    These individuals are said to be highly aware of even subtle changes to their environments,

    Naturalistic

  • 87

    Strengths: Finding patterns and relationships to nature

    Naturalistic

  • 88

    Are interested in subjects such as botany, biology, and zoology

    Naturalistic

  • 89

    Categorize and catalog information easily

    Naturalistic

  • 90

    Enjoy camping, gardening, hiking, and exploring the outdoors

    Naturalistic

  • 91

    Dislikes learning unfamiliar topics that have no connection to nature

    Naturalistic

  • PMLS

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    問題一覧

  • 1

    They serves as the prime mover of the educational wheel.

    teacher

  • 2

    They are the key participant in the learning process.

    learner

  • 3

    It provides essential ingredients that could make a headway in guiding the teaching-learning processes.

    Environment

  • 4

    The fundamental Equipment of the Learner:

    Cognitive and Appetitive Faculties

  • 5

    His/her cognitive faculties include Five senses, Instincts, Imagination, Memory, and Intellect.

    Cognitive Faculties

  • 6

    This is part of the learner's sentient body. It is said that "there is nothing in the mind which was not first in some manner in the senses. "

    Five senses

  • 7

    The word comes from the Latin word instinctus which means impulse. This means that the learner has a natural or inherent capacity or tendency to respond to environmental stimuli such as danger signs for survival or self-preservation

    Instincts

  • 8

    It is the ability to form a mental image of something that is not perceived through the senses.

    Imagination

  • 9

    This is the cognitive faculty of retaining and recalling past experiences

    Memory

  • 10

    The learner can engage in cognitive processes such as forming ideas or concepts reasoning out and making judgement.

    Intellect

  • 11

    The learner's appetitive faculties are his/her feelings and emotions and rational will.

    Appetitive Faculties

  • 12

    Positive feelings and emotions make the teaching-learning process an exciting and a joyful, fruitful affair. Negative feelings and emotions make the same process a burden. The lessons that we learn and remember most are those that have struck us in one way or another

    Feelings and emotions

  • 13

    It makes the teaching-learning process an exciting and a joyful, fruitful affair

    Positive feelings and emotions

  • 14

    It makes the same process a burden.

    Negative feelings and emotions

  • 15

    The learner's ____ serves as guiding force and the main integrating force in his/her character. It is this free will that will not allow the learner to be totally determined by his/her environment

    Will

  • 16

    The enemy of memory.

    anxiety

  • 17

    It determines the learner's capacity to understand and assimilate information for their own use and application.

    Ability

  • 18

    Refers to the learner's innate talent or gift. It indicates a natural capacity to learn certain skills

    Aptitude

  • 19

    Learner's ____ in learning makes learning no longer a task but a pleasure. Interests are not inherited. They are developed.

    Interests

  • 20

    Students who come from different socioeconomic background manifest a wide range of behavior due to differences in upbringing practices.

    Family and cultural background

  • 21

    Learners with a positive attitude will demonstrate the value of persistence in their studies. They are driven by a never-ending search for more knowledge and information

    Attitudes and values

  • 22

    The learner is gifted with intelligence. The concept of the learner's intelligence has gone beyond linguistic and mathematical intelligences.

    GARNER’S MULTIPLE INTELLIGENCE THEORY

  • 23

    This theory suggests that traditional psychometric views of intelligence are too limited. All people have different kinds of intelligence.

    GARNER’S MULTIPLE INTELLIGENCE THEORY

  • 24

    People with this skill can use their native language, and sometimes other languages, to under- stand people and express their thoughts.

    Linguistic

  • 25

    Examples of professionals with above average intelligence levels in this area include writers and ora- tors.

    Linguistic

  • 26

    Scientists are examples of people strong in the logical-mathematical intelligence because they can manipu- late numbers the way mathematicians do. They tend to have above average logical-mathematical skills also be- cause of their knowledge of causal systems.

    Logical-mathematical

  • 27

    This intelligence involves the skills people have to represent the spatial world.

    Spatial

  • 28

    People with this intelligence tend to become painters, sculptors, and architects. It is used more often in certain sciences like anatomy and topology.

    Spatial

  • 29

    This intelligence relates to the ability to use whole or certain body parts to create something, solve a problem, or display skills involving bodily move- ment at an event. 

    Bodily-kinesthetic

  • 30

    Examples of professionals strong in this intelligence include athletes and dancers.

    Bodily-kinesthetic

  • 31

    People with this intelligence have a heightened ability to hear, recognize, and remember patterns. 

    Musical

  • 32

    It involves one's ability to understand others. People strong in this intelligence can detect other people's moods, intentions, and desires. 

    Interpersonal

  • 33

    This intelligence is especially important for individuals who deal frequently with people like teachers, clinicians, and salespeople.

    Interpersonal

  • 34

    In Frames of Mind, Gardner indicated that this intelligence emerges earlier than other intelligences.

    Musical

  • 35

    An enhanced understanding of oneself is a characteristic of someone strong in the intrapersonal intelligence. 

    Intrapersonal

  • 36

    This intelligence enables people to anticipate how they would react to experiences and how to choose the experiences that can be beneficial. It also helps people be aware of the difficulties they might encounter.

    intrapersonal

  • 37

    This intelligence was added to the original seven. It relates to an individual's ability to differentiate among living things.

    Naturalist

  • 38

    People strong in this intelligence are good at classifying plants, minerals, and animals as well as rocks and grass.

    Naturalist

  • 39

    People who are strong in this intelligence are good at visualizing things.

    Visual-Spatial

  • 40

    These individuals are often good with directions as well as maps, charts, videos, and pictures

    Visual-Spatial

  • 41

    Strengths: Visual and spatial judgment

    Visual-Spatial

  • 42

    Read and write for enjoyment

    Visual-Spatial

  • 43

    Are good at putting puzzles together

    Visual-Spatial

  • 44

    Interpret pictures, graphs, and charts well

    Visual-Spatial

  • 45

    Interpret pictures, graphs, and charts well

    Visual-Spatial

  • 46

    Enjoy drawing, painting, and the visual arts

    Visual-Spatial

  • 47

    Recognize patterns easily

    Visual-Spatial

  • 48

    People who are strong in linguistic-verbal intelligence are able to use words well, both when writing and speaking. 

    Linguistic-Verbal

  • 49

    Remember written and spoken information

    Linguistic-Verbal

  • 50

    Enjoy reading and writing

    Linguistic-Verbal Intelligence

  • 51

    Debate or give persuasive speeches

    Linguistic-Verbal Intelligence

  • 52

    Are able to explain things well

    Linguistic-Verbal Intelligence

  • 53

    Strengths: Words, language, and writing

    Linguistic-Verbal

  • 54

    These individuals are typically very good at writing stories, memorizing information, and reading.

    Linguistic-Verbal

  • 55

    People who are strong in this intelligence are good at reasoning, recognizing patterns, and logically analyzing problems.

    Logical-Mathematical

  • 56

    These individuals tend to think conceptually about numbers, relationships, and patterns.

    Logical-Mathematical

  • 57

    Strengths: Analyzing problems and mathematical operations

    Logical-Mathematical

  • 58

    Have excellent problem-solving skills

    Logical-Mathematical

  • 59

    Enjoy thinking about abstract ideas

    Enjoy thinking about abstract ideas

  • 60

    Enjoy thinking about abstract ideas

    Logical-Mathematical

  • 61

    Like conducting scientific experiments

    Logical-Mathematical

  • 62

    Can solve complex computations

    Logical-Mathematical

  • 63

    Those who have high in this intelligence are said to be good at body movement, performing actions, and physical control. 

    Bodily-Kinesthetic

  • 64

    People who are strong in this area tend to have excellent hand-eye coordination and dexterity.

    Bodily-Kinesthetic

  • 65

    Strengths: Physical movement, motor control

    Bodily-Kinesthetic

  • 66

    Are skilled at dancing and sports

    Bodily-Kinesthetic

  • 67

    Enjoy creating things with his or her hands

    Bodily-Kinesthetic

  • 68

    Have excellent physical coordination

    Bodily-Kinesthetic

  • 69

    Remember by doing, rather than hearing or seeing

    Bodily-Kinesthetic

  • 70

    People who are strong in this intelligence are good at thinking in patterns, rhythms, and sounds.

    Musical

  • 71

    They have a strong appreciation for music and are often good at musical composition and performance.

    Musical

  • 72

    Strengths: Rhythm and music

    Enjoy singing and playing musical instruments

  • 73

    Recognize musical patterns and tones easily

    Musical

  • 74

    Remember songs and melodies

    Musical

  • 75

    Have a rich understanding of musical structure, rhythm, and notes

    Musical

  • 76

    Those who are strong in this intelligence are good at understanding and interacting with other people. 

    Interpersonal

  • 77

    These individuals are skilled at assessing the emotions, motivations, desires, and intentions of those around them, 

    Interpersonal

  • 78

    Strengths: Understanding and relating to other people

    Interpersonal

  • 79

    Communicate well verbally

    Interpersonal

  • 80

    Are skilled at nonverbal communication

    Interpersonal

  • 81

    • See situations from different perspectives

    Interpersonal

  • 82

    Create positive relationships with others

    Interpersonal

  • 83

    Resolve conflicts in group settings

    Interpersonal

  • 84

    It is the most recent addition to Gardner's theory and has been met with more resistance than his original seven intelligences.

    Naturalistic

  • 85

    According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interested in nurturing, exploring the environment, and learning about other species.

    Naturalistic

  • 86

    These individuals are said to be highly aware of even subtle changes to their environments,

    Naturalistic

  • 87

    Strengths: Finding patterns and relationships to nature

    Naturalistic

  • 88

    Are interested in subjects such as botany, biology, and zoology

    Naturalistic

  • 89

    Categorize and catalog information easily

    Naturalistic

  • 90

    Enjoy camping, gardening, hiking, and exploring the outdoors

    Naturalistic

  • 91

    Dislikes learning unfamiliar topics that have no connection to nature

    Naturalistic