INTERFACE BETWEEN ASPECTS OF

LEARNING

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

Contents

Interface between knowledge and curriculum Interface between knowledge and linguistic background of

learner Interface between textbook and learning objectives Conclusion Reference

CONTENTS

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.

INRODUCTION

The whole education has been divided into three divisions such as:

1. Primary education2. Secondary education3. 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.

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.

ASPECTS OF LEARNING

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.

Knowledge

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.

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..

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.

Curriculum

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.

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.

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.

Syllabus

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

• 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

Syllabus as a contract—Makes clear what the rules are

• 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

Syllabus as a permanent record—Serves accountability and documentation functions

• 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

Syllabus as a learning tool—Helps students become more effective learners in the course

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.

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.

Textbooks

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.

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.

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.

Learning about Your Students' Backgrounds

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.

INTERFACE BETWEEN DIFFERENT ASPECTS OF LEARNING

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.

INTRFACE BETWEEN KNOWLEDGE AND SUBJECTS

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.

INTERFACE BETWEEN KNOWLEDGE AND TEXTBOOKS

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.

INTERFACE BETWEEN KNOWLEDGE AND CURRICULUM

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.

INTERFACE BETWEEN KNOWLEDGE AND LINGUISTIC BACKGROUND OF LEARNING

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

INTERFACE BETWEEN TEXTBOOK AND LEARNING OBJECTIVES

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.

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.

CONCLUSION

http://cte.illinois.edu/resources/topics/syllabus/purpose.html

www.wikipedia.org

https://www.reference.com/education/importance-curricula-12085ce1c0fcd34b

https://www.teachervision.com/curriculum-planning/new-teacher/48347.html

References

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