4. Extrinsic and intrinsic are the two types of motivation.

In intrinsic, the source of motivation is from

within the person him/herself for the activity itself. An example would be Sammy, a 7th grade student
and excels academically in class. He carries out his task just because he likes and enjoys what he is doing.
On the other hand, in extrinsic, the source of motivation is from outside of an individual. An example
would be Loiel, a 9th grade student and excels academically in class. He is motivated to obtain high
grade because his parent will give him a reward afterwards.

5.

-Learning to Know Implies learning how to learn by developing one's Concentration, Memory skills and
Ability to Think. It involves the development of skills needed to function in the world such as Literacy,
Numeracy and Critical Thinking.

-Learning to do describes putting knowledge and learning into practice innovatively through Skill
development, Practical know-how, Development of Life skills, competence, Personal qualities, Aptitudes
and Attitudes.

-Learning to Live together involves the development of social skills, values such as respect, concern for
others, social and inter-personal skills and an appreciation of the diversity of the World.

-Learning to Be is the all-round development of the whole person, it involves activities that foster
personal development and contribute to creativity, personal discovery and an appreciation of the
inherent value provided by these pursuits.

9. Teachers must be skilled at speaking and listening to their students as well as explaining things clearly.
He/she should promote group activities to also enhance the skills of the students in communicating with
others. Students must cooperate and collaborate with one another with the guidance of their teacher
through communicating. Using body language, moods, and actions are also important in the classroom
which conveys powerful messages.

10.

a. Describes intelligence as being three-dimensional. Reflective intelligence is a person's ability to use

and manipulate their mental skills. The combination of experiential and reflective intelligence is
learnable intelligence.

b. Gardner proposed eight abilities that he held to meet these criteria: musical-rhythmic, visual-spatial,
verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic.
He later suggested that existential and moral intelligence may also be worthy of inclusion. He argues
that these intelligences are relatively distinct from each other and that each person has some level of
each of these seven intelligences.
c. To Golman, emotional competencies are not innate talents, but rather learned capabilities that must
be worked on and can be developed to achieve outstanding performance. He believes that individuals
are born with a general emotional intelligence that determines their potential for learning emotional
competencies.

1. a. Concrete sequential process information in an ordered, sequential, linear way. They notice
and recall details easily and remember facts specific information, formulas and rules with ease.
b. Concrete random thinkers are experimenters. They have a strong need to find alternatives
and do things in their own way.
c. Abstract random thinkers organise information through reflection, and thrive in unstructured,
people oriented environments. They remember best if information is personalized.
d. Abstract sequential thinkers love the world of theory and abstract thought. They like to think
in concepts and analyse information. Generally they prefer to work alone rather than in groups.

2. a. Concrete Experience - a new experience of situation is encountered, or a reinterpretation of

existing experience
b. Reflective Observation - of the new experience. Of particular importance are any
inconsistencies between experience and understanding
c. Abstract Conceptualization - Reflection gives rise to a new idea, or a modification of an
existing abstract concept
d. Active Experimentation - the learner applies them to the world around them to see what
results
3. a. Diverging (concrete, reflective) - Emphasizes the innovative and imaginative approach to
doing things. Views concrete situations from many perspectives and adapts by observation
rather than by action. Likes such activities as cooperative groups and brainstorming.
b. Assimilating (abstract, reflective) - Pulls a number of different observations and thoughts
into an integrated whole. Likes to reason inductively and create models and theories. Likes
to design projects and experiments.
c. Converging (abstract, active)- Emphasizes the practical application of ideas and solving
problems. Likes decision-making, problem-solving, and the practical application of ideas.
d. Accommodating (concrete, active) - Uses trial and error rather than thought and reflection.
Good at adapting to changing circumstances; solves problems in an intuitive, trial-and-error
manner, such as discovery learning.

4. a. Visual Learners - Prefer to see information through pictures, diagrams, cartoons,

demonstrations. Overwhelmed with intense visuals accompanied by lecture.
b. Auditory Learners - Prefer to hear information. Likes background music when they study.
c. Read/ Write Learners - Prefer to read/write information spoken. Writing will help them to
remember & conceptualize.
 d. Tactile or Kinesthetic Learners - Prefer touch as their primary mode for taking in information.
Role-playing can help them learn and remember important ideas.

5. A. Dyslexia, also known as reading disorder, is characterized by trouble with reading despite
normal intelligence.
b. Dyscalculia - difficulty in learning or comprehending arithmetic, such as difficulty in
understanding numbers, learning how to manipulate numbers, and learning facts in
mathematics.
c. Dysgraphia - inability to write coherently, as a symptom of brain disease or damage.
D. Attention deficit hyperactivity disorder (ADHD) is a chronic condition marked by persistent
inattention, hyperactivity, and sometimes impulsivity.

TEST I.

8. I agree with him since our understanding of the world is changing fast. It implies the critical
importance of change-readiness and future-savviness as a working trait for today's professional. In
order to survive and thrive in today's world, we certainly need to be adaptable, flexible and forward
looking. We will all have to add un-learning and re-learning to our intellectual agendas. Otherwise,
we risk losing touch with reality.