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commission date 26.2.2018 i am learning and studying some points for commission
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PEDAGOGY OF MATHEMATICS 2

General Objectives of Secondary Mathematics Education

Objectives
By the end of the course, the learner should be able to:

1. develop a positive attitude towards learning Mathematics
2. perform mathematical operations and manipulations with confidence, speed and accuracy
3. think and reason precisely, logically and critically in any given situation
4. develop investigative skills in Mathematics
5. identify, concretise, symbolise and use mathematical relationships in everyday life
6. comprehend, analyse, synthesise, evaluate, and make generalizations so as to solve mathematical problems
7. Collect, organize, represent, analyse, interpret data and make conclusions and predictions from its results
8. apply mathematical knowledge and skills to familiar and unfamiliar situations
9. appreciate the role, value and use of Mathematics in society
10. develop willingness to work collaboratively
11. acquire knowledge and skills for further education and training
12. communicate mathematical ideas
    

KNOWLEDGE AND CURRICULUM 1

The 6 Types Of Knowledge: From A Priori To Procedural

There is so much disagreement over what are, exactly, the different types of knowledge that an agreed upon “master list” simply does not exist. This is because knowledge is purely philosophical; debates span centuries, arguments supersede fact and everyone has a different opinion about what is, or is not, knowledge.
What follows is a master list (although, of course, it won’t be agreed upon) of the different types of knowledge and theories of knowledge that are out there. Turn this new-found “knowledge” on yourself with this awesome

1. A Priori

A priori and a posteriori are two of the original terms in epistemology (the study of knowledge). A priori literally means “from before” or “from earlier.” This is because a priori knowledge depends upon what a person can derive from the world without needing to experience it. This is better known as reasoning. Of course, a degree of experience is necessary upon which a priori knowledge can take shape.
Let’s look at an example. If you were in a closed room with no windows and someone asked you what the weather was like, you would not be able to answer them with any degree of truth. If you did, then you certainly would not be in possession of a priori knowledge. It would simply be impossible to use reasoning to produce a knowledgable answer..

2. A Posteriori

Naturally, then, a posteriori literally means “from what comes later” or “from what comes after.” This is a reference to experience and using a different kind of reasoning (inductive) to gain knowledge. This kind of knowledge is gained by first having an experience (and the important idea in philosophy is that it is acquired through the five senses) and then using logic and reflection to derive understanding from it. In philosophy, this term is sometimes used interchangeably with empirical knowledge, which is knowledge based on observation.
It is believed that a priori knowledge is more reliable than a posteriori knowledge. This might seem counter-intuitive, since in the former case someone can just sit inside of a room and base their knowledge on factual evidence while in the latter case someone is having real experiences in the world. But the problem lies in this very fact: everyone’s experiences are subjective and open to interpretation.

3. Explicit Knowledge

Now we are entering the realm of explicit and tacit knowledge. As you have noticed by now, types of knowledge tend to come in pairs and are often antitheses of each other. Explicit knowledge is similar to a priori knowledge in that it is more formal or perhaps more reliable. Explicit knowledge is knowledge that is recorded and communicated through mediums. It is our libraries and databases. The specifics of what is contained is less important than how it is contained. Anything from the sciences to the arts can have elements that can be expressed in explicit knowledge. Get a taste of explicit knowledge for yourself with this
The defining feature of explicit knowledge is that it can be easily and quickly transmitted from one individual to another, or to another ten-thousand or ten-billion. It also tends to be organized systematically. For example, a history textbook on the founding of America would take a chronological approach as this would allow knowledge to build upon itself through a progressive system; in this case, time.

4. Tacit Knowledge

I should note that tacit knowledge is a relatively new theory introduced only as recently as the 1950s. Whereas explicit knowledge is very easy to communicate and transfer from one individual to another, tacit knowledge is precisely the opposite. It is extremely difficult, if not impossible, to communicate tacit knowledge through any medium.

5. Propositional Knowledge (also Descriptive or Declarative Knowledge)

Our last pair of knowledge theories are propositional and non-propositional knowledge, both of which share similarities with some of the other theories already discussed. Propositional knowledge has the oddest definition yet, as it is commonly held that it is knowledge that can literally be expressed in propositions; that is, in declarative sentences (to use its other name) or indicative propositions.
Propositional knowledge is not so different from a priori and explicit knowledge. The key attribute is knowing that something is true. Again, mathematical equations could be an example of propositional knowledge, because it is knowledge of something, as opposed to knowledge of how to do something.
The best example is one that contrasts propositional knowledge with our next form of knowledge, non-propositional or procedural knowledge. Let’s use a textbook/manual/instructional pamphlet that has information on how to program a computer as our example. Propositional knowledge is simply knowing something or having knowledge of something. So if you read and/or memorized the textbook or manual, then you would know the steps on how to program a computer. You could even repeat these steps to someone else in the form of declarative sentences or indicative propositions. However, you may have memorized every word yet have no idea how to actually program a computer. That is where non-propositional or procedural knowledge comes in.
Now might be a good time to brush up on how we learn with this 

ASSESSMENT FOR LEARNING 1

Assessment Tools and Techniques

There are any number of creative ways to assess how well your students are learning the material you are teaching. The Field-tested Learning Assessment Guide for Science, Math, Engineering and Technology Instructors (more info) site goes into detail about several that have been contributed by faculty all over the country. FLAG presents Classroom Assessment Techniques (CATs) that have been reviewed by an editorial board to make sure that they are compatible with current professional standards for assessment. Some of the CATs they discuss are:

ConcepTest

One or more questions are presented during class involving key concepts, along with several possible answers. Students are polled as to which answer they think is correct. If most of the class has not identified the correct answer, students are given a few minutes to try to persuade their neighbors that their answer is correct. The question is asked a second time by the instructor to gauge class mastery. Check out this section of the Starting Point site that gives an in-depth description of ConcepTests and their use. There is also a collection of geoscience ConcepTest examples.

Mathematical Thinking (Math CATs)

Math CATS are designed to promote and assess thinking skills in mathematics, specifically helping students recognize and solve problems that aren't identical to the ones they saw in the book.

Minute Tests

Minute Tests are concise, written answers by students (individually or in groups), focusing on a short question given by the instructor. These can be given at any point in the class for an instantaneous check-up of how well students are understanding material or at the end of class to help the faculty member design the next class session.

The Southern Illinois University at Edwardsville Classroom Assessment Techniques page. They discuss some different CATs (and provide sample forms for implementing them in class).

The Active and Cooperative Learning in the Classroom site from California State University, LA is a collaboration between the Department of Chemistry and Biochemistry and the Department of Philosophy. The site has a number of Classroom Assessment Techniques that they use in their chemistry classes, but the will work just as well in the Earth sciences. Some examples are:

Clarification Pauses

Throughout a lecture, particularly after stating an important point or defining a key concept, stop, let it sink in, and then (after waiting a bit!) ask if anyone needs to have it clarified. You can also circulate around the room during these pauses to look at student notes, answer questions, etc.

Finger Signals

Students are asked questions and instructed to signal their answers by holding up the appropriate number of fingers immediately in front of their torsos (this makes it impossible for students to "copy", thus committing them to answer each question on their own). For example, the instructor might say "one finger for 'yes', two for 'no'". Or, the instructor might have multiple choice questions prepared for the overhead projector and have the answers numbered (1) through (5), asking students to answer with finger signals. In very large classes the students can use a set of large cardboard signs with numbers written on them.

The Fish Bowl

Students are given index cards, and asked to write down one question concerning the course material. They should be directed to ask a question of clarification regarding some aspect of the material which they do not fully understand. At the end of the class period (or, at the beginning of the next class meeting if the question is assigned for homework), students deposit their questions in a fish bowl. The instructor then draws several questions out of the bowl and answers them for the class or asks the class to answer them.

CREATING AN INCLUSIVE SCHOOL -1

Common Conditions That Cause Disability

Arthritis and other musculature problems. These are the most common causes of long-term disability. They make up as much as a third of all disability cases. Arthritis is probably the biggest single cause.About 1 in 3 people say arthritis affects their ability to do their jobs in some way, according to the CDC.
Other muscle and joint problems -- bad backs, bones that never mend, bad hips -- are common causes of disability too, says Matt Tassey. He's a former chairman of the nonprofit Life and Foundation for Education (LIFE).

YOGA,HEALTH AND PHYSICAL EDUCATION-2

Health education

From Wikipedia, the free encyclopedia

Health education is a profession of educating people about health.^[1] Areas within this profession encompass environmental health, physical health, social health, emotional health, intellectual health, and spiritual health.^[2]
Health education can be defined as the principle by which individuals and groups of people, learn to behave in a manner conducive to the promotion, maintenance, or restoration of health. However, as there are multiple definitions of health, there are also multiple definitions of health education. The Joint Committee on Health Education and Promotion Terminology of 2001 defined Health Education as "any combination of planned learning experiences based on sound theories that provide individuals, groups, and communities the opportunity to acquire information and the skills needed to make quality health decisions." ^[3]
The World Health Organization defined Health Education as "compris[ing] [of] consciously constructed opportunities for learning involving some form of communication designed to improve health literacy, including improving knowledge, and developing life skills which are conducive to individual and community health." ^[4]

YOGA,HEALTH AND PHYSICAL EDUCATION 1

Physical education

From Wikipedia, the free encyclopedia

Not to be confused with Physics education.

"Gym teacher" redirects here. For the 2008 movie, see Gym Teacher: The Movie.

Physical education equipment in Calhan, Colorado.

Kids using a Parachute

Physical education, also known as Phys Ed., PE, Gym, or Gym class, and known in many Commonwealth countries as physical training or PT,^[1] is an educational course related of maintaining the human body through physical exercises (i.e. calisthenics). It is taken during primary and secondary education and encourages psychomotor learning in a play or movement exploration setting to promote health.^[2

Asia

In Singapore, pupils from primary school through junior colleges are required to have 2 hours of PE every week, except during examination seasons. Pupils are able to play games like football, badminton, captain ball, and basketball during most sessions. Unorthodox sports such as, fencing, and skateboarding are occasionally played. In more prestigious secondary schools and in junior colleges, sports such as golf, tennis, shooting, and squash are played. A compulsory fitness exam, NAPFA, is conducted in every school once every year to assess the physical fitness of the pupils.^{[citation needed]} Pupils are given a series of fitness tests (Pull-ups/Inclined pull-ups for girls, standing broad jump, sit-ups, sit-and-reach and 1.6 km for primary [10- to 12-year-olds]/2.4 km for secondary and junior college levels [13- to 18-year-olds]). Students are graded by gold, silver, bronze or as fail. NAPFA for pre-enlistees serves as an indicator for an additional 2 months in the country's compulsory national service if they attain bronze or fail.
In Malaysia, pupils from primary schools to secondary schools are expected to do 2 periods or 1 hour of PE throughout the year except a week before examination. In most secondary schools, games like badminton, sepak takraw, football, netball, basketball and tennis are available. Pupils are allowed to bring their own sports equipment to the school with the authorization of the teacher.
In the Philippines, PE is mandatory for all years. Unless, the school gives the option for a student to do the Leaving Certificate Vocational Programme instead for fifth and sixth year. In the Philippines, some schools have integrated martial arts training into their physical education curriculum.^{[3][4][5][6][7]}

Indonesian high school students playing the traditional game "Benteng"

In Indonesia, students ranging from Kindergarten to High School have PE integrated with their curriculum. Kindergarten until Grade 3 of Elementary students have gymnastics, starting from Grade 4 of Elementary School, students will be introduced to traditional martial arts Pencak Silat and some team games such as badminton, tennis, football, futsal, rounders, basketball, etc. Starting from Junior High School, several other games such as basketball, volleyball, cricket, tennis, badminton, kho kho, kabaddi, etc. are played. Several drills and physical training are taught.