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    University of Cebu - Main Campus College of Teacher Education Sanciangko Street, Cebu City SECOND SEMESTER 2020-2021 TC Ec 322 - Enhancement Course 2

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    Fatima
    The document is an activity sheet from a Teacher Education course at the University of Cebu in the Philippines. It contains 320 multiple choice questions covering various topics related to learning and teaching such as motivation, cognitive development, metacognition, learning strategies, and social influences on learning. Students are instructed to read each item and select the correct answer by highlighting it in yellow gold.

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    University of Cebu - Main Campus College of Teacher Education Sanciangko Street, Cebu City SECOND SEMESTER 2020-2021 TC Ec 322 - Enhancement Course 2

    Uploaded by

    Fatima
    843 views4 pages
    The document is an activity sheet from a Teacher Education course at the University of Cebu in the Philippines. It contains 320 multiple choice questions covering various topics related to learning and teaching such as motivation, cognitive development, metacognition, learning strategies, and social influences on learning. Students are instructed to read each item and select the correct answer by highlighting it in yellow gold.

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    Original Title

    ACTIVITY 16 301-320

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    The document is an activity sheet from a Teacher Education course at the University of Cebu in the Philippines. It contains 320 multiple choice questions covering various topics related to learning and teaching such as motivation, cognitive development, metacognition, learning strategies, and social influences on learning. Students are instructed to read each item and select the correct answer by highlighting it in yellow gold.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    843 views4 pages

    University of Cebu - Main Campus College of Teacher Education Sanciangko Street, Cebu City SECOND SEMESTER 2020-2021 TC Ec 322 - Enhancement Course 2

    Uploaded by

    Fatima
    The document is an activity sheet from a Teacher Education course at the University of Cebu in the Philippines. It contains 320 multiple choice questions covering various topics related to learning and teaching such as motivation, cognitive development, metacognition, learning strategies, and social influences on learning. Students are instructed to read each item and select the correct answer by highlighting it in yellow gold.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    UNIVERSITY OF CEBU – MAIN CAMPUS

    COLLEGE OF TEACHER EDUCATION


    Sanciangko Street, Cebu City

    SECOND SEMESTER 2020-2021


    TC EC 322 – ENHANCEMENT COURSE 2

    LEGEND: T = Task

    ACTIVITY 16

    Directions: Download attached file. Read and analyze each item and select the correct option that
    answers each question by highlighting it with yellow gold. Submit your output after answering.
    Each item is equal to 2 pts.

    301. Without being told by his groupmates, a student went to the laboratory stock room to get
    the materials needed for the group experiment. What kind of motivation does the student
    manifest?
    A. Extrinsic C. Intrinsic
    B. External D. Positive
    302. In the formal operational stage, which/are adolescents capable of doing to solve a
    problem?
    I. Formulate hypotheses
    II. Systematically test hypotheses
    III. Reason out

    A. I, II and III C. II only


    B. I and II D. III only
    303. Which refers to the act of a learner who reflects on his/her own thinking?
    A. Metacognition C. Hemispheric function
    B. Scaffolding D. Perception
    304. Teachers who promote psychosocial development in the classroom create an environment
    where each child feels appreciated and is comfortable with learning new things and building
    relationships with peers without fear. How does the teacher create this environment?
    I. Incorporates life skills in lessons to increase confidence and self-sufficiency
    II. Gives continuous feedback on work that has been completed to eliminate uncertainty
    III. Provides considerable free experiments to encourage development of independence
    IV. Provides physical and academic activities that develop diligence and self-confidence

    A. I, II, III and IV C. I, II


    B. I, II, III D. IV only
    305. Which of the following does NOT belong to cognitive factors affecting learning?
    A. Intelligence C. Health
    B. Memory D. Reason
    306. Non-cognitive processes related to learning and aging include the following EXCEPT what?
    I. Motivation III. Loss of speed
    II. Health IV. Intelligence

    A. I only C. I and II
    B. IV D. III

    307. Which can help minimize memory deficit in learning?


    I. Using cues
    II. Establishing learning conditions that reduce interference
    III. Using advanced organizers
    A. I only C. I and II
    B. II only D. III
    308. Which characterize successful learners?
    I. Active
    II. Goal-directed
    III. Self-regulating
    IV. Assume personal responsibility for contributing to their own learning.

    A. I and II C. II, III and IV


    B. III and IV D. I, II, III and IV
    309. Which is/are the effect/s of motivation on students’ learning and behavior?
    I. Directs behavior toward particular goals.
    II. Leads to increased effort and energy.
    III. Increases initiation of and persistence in activities

    A. I, II C. II and III
    B. I only D. I, II and III
    310. What are most likely the behaviors of intrinsically motivated learners?
    I. Are engaged in classroom activities
    II. Tackle assigned tasks willingly and are eager to learn classroom material
    III. More likely to achieve at high levels

    A. I, II and III C. II and III


    B. I and II D. I, II and III
    311. To construct useful representations of knowledge and to acquire the thinking and the
    learning strategies necessary for continued learning success across the life span, students must
    generate and pursue personally relevant goals. This implies that teachers must
    ___________________.
    A. Show the relevance of lesson to students’ goals.
    B. Share their personal goal with students.
    C. Group students according to type of goals.
    D. Segregate students without goals in order not to influence others.
    312. Successful learners use strategic thinking in their approach to learning, reasoning, problem
    solving, and concept learning. They understand and can use a variety of strategies to help them
    reach learning and performance goals and to apply their knowledge in novel situations. They
    also continue to expand their repertoire of strategies by reflecting on the methods they use to
    see which work well for them.

    Which processes of successful learners are described above?


    A. Cognitive C. Metacognitive
    B. Imaginative D. Creative
    313. Which are proofs that students are engaged in a metacognitive process?
    I. Reflect on how they think and learn
    II. Set reasonable learning or performance goals
    III. Select potentially appropriate learning strategies or methods, and monitor their
    progress toward these goals

    A. I and II C. II and III


    B. I and III D. I, II and III
    314. Which are proofs that students are engaged in metacognitive process?
    I. Know what to do if a problem occurs
    II. Sense if they are not making sufficient or timely progress toward a goal
    III. Generate alternative methods to reach their goal

    A. I and II C. II and III


    B. I and III D. I, II and III
    315. Cultural or group influences on students can impact on learners’ motivation, orientation
    toward learning, and ways of thinking. Which proves this?
    A. The authoritarianism in Filipino homes contributes to docile children.
    B. Learners with above average IQ are more motivated than those with below average
    IQ.
    C. Children who are products of interracial marriage are better motivated for learning.
    D. Children with weak biological make up are unmotivated for learning.
    316. A student once said: “I don’t like to recite because my barkada who is not academically
    performing sarcastically laughs at me”. What does this point to?
    A. Group influence can impact on a student’s orientation toward learning.
    B. Cognitive factors influence a student’s attitude toward class participation.
    C. The impact of group influence on a student’s thinking is the student’s choice.
    D. A student has the tendency to put blame on a factor outside himself for non-
    performance.
    317. Which is/are usual behaviors of extrinsically motivated learners?
    I. Have to be enticed or prodded
    II. May process information only superficially
    III. Often interested in performing only easy tasks
    IV. Meet only minimal classroom requirements

    A. I and II C. II, III, and IV


    B. II and III D. I, II, III and IV
    318. Which are characteristics of successful learners?
    I. Independent
    II. Goal-directed
    III. Self-regulating
    IV. Assume personal responsibility for contributing to their own learning

    A. I, II, III and IV C. I and II


    B. III and IV D. I, II and IV
    319. Which statement/s is/are TRUE of the social influences of learning?
    I. Learning can be enhanced when the learner has an opportunity to interact and to
    collaborate with others on instructional tasks.
    II. Learning settings that allow for social interactions and that respect diversity,
    encourage flexible thinking and social competence.
    III. In interactive and collaborative instructional contexts, individuals have and
    opportunity for perspective taking and reflective thinking.

    A. I only C. II only
    B. I and II D. I, II and III
    320. Quality personal relationships that provide stability, trust, and caring can increase learners’
    ____________.
    I. sense of belonging
    II. self-respect
    III. self-acceptance
    A. I only C. I and II
    B. II and III D. I and III

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