These slides show the interface between different aspects of learning

3.  Introduction
 Aspects of learning
 Knowledge
 Syllabus‘
 Curriculum
 Textbooks
 Linguistic background of learner
 Interface between knowledge and subject
 Interface between knowledge and textbook

4.  Interface between knowledge and curriculum
 Interface between knowledge and linguistic background of
learner
 Interface between textbook and learning objectives
 Conclusion
 Reference

5.  Education is the process of facilitating learning, or the
acquisition of knowledge, skills, values, beliefs and habits.
Our education begins at home. Thereafter as we grow we go
to schools, colleges and the other educational institutes.
 Education bring positive changes in human life. It enhances
the knowledge, skill and intelligence of a person and enables
him or her to lead a successful life.
 Better education is very necessary for all to go ahead in life
and get success.
 School education plays a great role in everyone's life.

6.  The whole education has been divided into three divisions
such as:
1. Primary education
2. Secondary education
3. Higher secondary education
 All the divisions of educations have their own importance and
benefits.
 Primary education prepares the base which helps throughout
the life .
 Secondary educations prepares the path for further study.
 And higher secondary education prepares the ultimate path of
the future.

8.  Learning has its many different aspects. The most important
ones are:
 Knowledge
 Subjects
 Curriculum
 Textbooks
 Linguistic background of learner
 Before we learn interface between these aspects, firstly we
have to know that what these aspects are.

10.  Education is the process of facilitating learning, or the
acquisition of knowledge, skills, values, beliefs, and habits.
Educational methods include storytelling, discussion,
teaching, training, and directed research.
 Education frequently takes place under the guidance of
educators, but learners may also educate themselves.
 A definition of knowledge states that “knowledge is a
familiarity, awareness or understanding of some one or some
thing such as facts, information, description, or skill which is
acquired through experience or education
by perceiving, discovering or learning.

11.  Each person interprets the word in terms of his past
experience, his needs and purposes. The parents, the
teachers, administrators, religious leaders, politicians and
artists interpret the term education in their own ways.
 For example, to a student, education means acquisition of
knowledge, receiving a degree or diploma. A statesman may
claim that it means to train individuals as ideal citizens. A
teacher may interpret education as means for creation a new
man and new society.

12.  Knowledge can refer to a theoretical or practical
understanding of a subject.
 Knowledge is a powerful acquisition in life which when given
to someone, does not decrease but increase.
 In philosophy, the study of knowledge is called
EPISTEMOLOGY.
 The philosopher Plato famously defined knowledge as
“justified true belief” through “well – justified true belief” is
more complete as it accounts for the getter problems..

13.  In education, a curriculum is broadly defined as the totality of
student experiences that occur in the educational process.
 The term often refers specifically to a planned sequence of
instruction, or to a view of the student's experiences in terms
of the educator's or school's instructional goals.
 Curriculum may incorporate the planned interaction of pupils
with instructional content, materials, resources, and
processes for evaluating the attainment of educational
objectives.
 UNESCO's International Bureau of Education has the primary
mission of studying curricula and their implementation
worldwide.

14.  Curriculum can refer to the entire program provided by a
classroom, school, or country.
 Having a curriculum provides several benefits, such as
providing a structure for an educational course and having an
end goal that teachers set for their students to reach.
 Curricula ideally serve as time-management and
organizational tools as well; by setting an agenda ahead of
time, teachers and students have the opportunity to prepare
for future readings and assignments. This allows for the
development of time management skills, and allows students
to learn important life skills such as communication,
organization, and setting and achieving goals.

15.  The word "curriculum" began as a Latin word
which means "a race" or "the course of a race" .
 Curriculum can be ordered into a procedure:
 Step 1: Diagnosis of needs.
 Step 2: Formulation of objectives.
 Step 3: Selection of content.
 Step 4: Organization of content.
 Step 5: Selection of learning experiences.
 Step 6: Organization of learning experiences.
 Step 7: Determination of what to evaluate and of the ways
and means of doing it.

17.  A syllabus is an outline and summary of topics to be covered
in an education or training course.
 It is descriptive (unlike the prescriptive or specific
curriculum).
 A syllabus may be set out by an exam board or prepared by
the professor who supervises or controls course quality.
 A definition of syllabus states that “The syllabus is a contract
between faculty members and their students, designed to
answer students' questions about a course, as well as inform
them about what will happen should they fail to meet course
expectations.

18.  It is also a "vehicle for expressing accountability and
commitment" . Over time, the notion of a syllabus as a
contract has grown more literal but is not in fact an
enforceable contract.
 Three major purposes that a syllabus should serve are
described by Parkes and Harris:
 Syllabus as a contract
 Syllabus as a permanent record
 Syllabus as a learning tool

19. • Sets forth what is expected to happen during the semester
• Delineates the responsibilities of students and of the
instructor
• Describes appropriate procedures and course policies
• Content required for a syllabus to serve as a contract
• Clear and accurate course calendar
• Grading policies: components and weights
• Attendance policy
• Late assignment policy, policies on incompletes and
revisions
• Academic dishonesty and academic freedom policies
• Accommodation of disabilities policy

20. • Contains information useful for evaluation of instructors, courses,
and programs
• Documents what was covered in a course, at what level, and for
what kind of credit (useful in course equivalency transfer situations,
accreditation procedures, and articulation)
• Content required for a syllabus to be useful as a permanent record
• Title and semester of course, department offering the course,
credit hours earned, meeting time and place
• Name, title, and rank of instructor(s)
• Pre- or co-requisites
• Required texts and other materials
• Course objectives (linked to professional standards if
appropriate)
• Description of course content
• Description of assessment procedures

21. • Inform students of the instructor’s beliefs about teaching, learning, and the
content area
• Focuses on students and what they need to be effective learners
• Places the course in context (how it fits in the curriculum, how it relates to
students’ lives)
• Content required for a syllabus that serves as a learning tool for students
• Instructor’s philosophy about the course content, teaching and
learning
• Relevance and importance of the course to students
• Information on how to plan for the semester including self-
management skills, guidance on time to spend outside of class,
tips on how to do well on assessments, common misconceptions
or mistakes, and specific study strategies
• Prerequisite courses or skills
• Availability of instructor(s) and teaching assistants
• Campus resources for assistance and offices that aid students
with disabilities

22.  The process of developing a syllabus can be a
reflective exercise, leading the instructor to carefully consider
his or her philosophy of teaching, why the course is
important, how the course fits in the discipline, as
well as what topics will be covered, when assignments will be
due, and so on .
 This can be an enlightening experience that results in an
improved course. In addition, by making sure expectations
are clearly communicated, instructors can circumvent a whole
host of student grievances and misunderstandings during the
semester.
 The syllabus is, thus, both a professional document and a
personal document, one that reflects the instructor’s feelings,
attitudes, and beliefs about the subject matter, teaching,
learning, and students, as well as setting out the “nuts and
bolts” of the course. When so constructed, the syllabus can
serve as a guide to the instructor as much as a guide to the
class.

23.  A textbook or course book is a manual of instruction in any
branch of study. Textbooks are produced according to the
demands of educational institutions.
 Schoolbooks are textbooks and other books used in schools.
Although most textbooks are only published in printed
format, many are now available as online electronic books.
 Textbooks are produced according to the demands of
educational institutions. Schoolbooks are textbooks and other
books used in schools.

24.  Textbooks provide you with several advantages in the
classroom:
 Textbooks provide organized units of work. A textbook gives
you all the plans and lessons you need to cover a topic in some
detail.
 A textbook series provides you with a balanced, chronological
presentation of information.
 Textbooks are a detailed sequence of teaching procedures that
tell you what to do and when to do it. There are no surprises—
everything is carefully spelled out.
 Textbooks provide administrators and teachers with a complete
program. The series is typically based on the latest research and
teaching strategies.
 Good textbooks are excellent teaching aids. They're a resource
for both teachers and students.

25.  A textbook is only as good as the teacher
who uses it. And it's important to remember
that a textbook is just one tool, perhaps a
very important tool, in your teaching arsenal. Sometimes,
teachers over-rely on textbooks and don't consider other aids
or other materials for the classroom. Some teachers reject a
textbook approach to learning because the textbook is
outdated or insufficiently covers a topic or subject area.
 As a teacher, you'll need to make many decisions, and one of
those is how you want to use the textbook. As good as they
may appear on the surface, textbooks do have some
limitations.

26.  Children posses an innate language faculty at birth. Most
children, even before they start going to school, internalize
an extremely complex and rule – governed system known as
language and possess full linguistics capabilities. Many a
time, children are able to use two or three languages
accurately and appropriately when they come to school.
 They enter the school with a full control over thousand of
word and the rules that govern the complex and rich
language structure at the level of sound, words, sentences
and discourse.
 Besides understanding and speaking clearly that are away of
the appropriate use of the language. They possess cognitive
abilities to extract extremely complex system of language –
from the flux of sound.

27.  Besides languages provide a bank of memories and symbols
that a child inherit from home and society environment. It also
act as a the medium for construction of knowledge and hence
are closely associate to the thought and identity of the
individual.
 If the child effectively understand and uses the language(s), he
is able to make connections between ideas, people and things,
and to relate to the world around.
 Thus before launching any sound programme for language
aching in a school, recognition of inbuilt linguistics potential of
children is significant ……Besides the language get socio-
culturally constructed and develop changes in our day- to –day
interactions. Recognising the linguistic abilities of learner would
encourage the learners to believe in themselves and their
cultural moorings.

30.  Knowledge is the sum od the abstract notion that we obtain
through a number of aspects in our social and educational
life; the prominent part of this is the school. Subjects and
disciplines play a vital role in augmenting the level of
education.
 Each subjects and discipline impart knowledge of a special
kind to a learner, and thus endeavors to give perfection to
different concepts of learner which are essential for his
grooming development concepts of learners which are
essential for his grooming development and progress in life.
This knowledge and subjects/disciplines are closely
interrelated and interdependent.
 Every subjects/disciplines gives us knowledge of a particular
field. We read different subjects in our school and gain
knowledge of different fields.

31.  The main tool of imparting knowledge of any subject is
textbook, which is framed and planned as over the learning
needs of a particular subject at a particular level. Textbooks
are especially important and also helpful for beginning
teacher.
 The material to be covered and the design of each lesson are
carefully spelled out in detail. A textbook may only serve the
theoretical aspects, yet it hinges on practical aspects too;
therefore, it plays a vital role in augmenting foundational
knowledge of any subjects.
 Thus it contributes in expanding knowledge base of a learner.
This contention proves that knowledge and text books are
closely inter- related.

32.  The curriculum comprises the entire range of subjects and
disciplines that a learner undergoes during the course of his
learning at school at a particular level, and so is the case with
other levels of education, like upper primary, secondary,
higher secondary and higher education levels.
 Curriculum is the not only the sum of subjects and disciplines
it also contains all other activities that help to augment and
explain knowledge of a learner exclusively.
 Thus co- curricular activities and curricular activities as well
as educational activities performed outside the domain of
school are also included in the curriculum.
 The curriculum as a whole goes on to expand knowledge of a
learner.
 It, in fact, plays the most vital role in expansion of
knowledge.

33.  Diversity is the soul of India as we can see diversity of various
kinds including dress, culture, food and lifestyle but the most
important diversity is that of linguistic background.
 There are spoken a large number of languages in India. In
fact, many of our states have been made on linguistic
background. The linguistic background of a learner plays a
vital role in expansions of knowledge, as different linguistic
concept are quite unique in themselves.
 Each language has it own limitations and positive features,
which limit or help to express knowledge of a certain kind.
Therefore, knowledge has to be constructive keeping the
linguistic basis of a learner, as it also rooted in culture.

34.  Texbook’s content provides the material that help
the learning objective and particular competence
achievement.

35.  Thus the curriculum, subjects/ disciplines
and textbooks of a region cannot be exactly similar as those
of other region.
 This uniqueness should be paid attention to while framing
different as pacts of education and learning; so that the
educational experience becomes common and effective for all
regions.

36.  The different aspects of learning are related to
each other.
 Interface between these aspects are very important
with interface between these aspects we cannot
learn.
 The aspects of learning discussed we feel are an
important aspects to obtaining new and worthwhile
information.

37.  http://cte.illinois.edu/resources/topics/syllabus/purpose.ht
ml
 www.wikipedia.org
 https://www.reference.com/education/importance-curricula-
12085ce1c0fcd34b
 https://www.teachervision.com/curriculum-planning/new-
teacher/48347.html

38.  Understanding Discipline And Subject
By: Ranjana Pandey
 Understanding Discipline And Subject
By: Rajesh Makol
Lalita Makol
 Understanding Discipline And Subject
By: Premalta Maisnam
Dr. S.K Lenka
A.K. Gandhi