The document discusses intra-disciplinary approaches to teaching and learning. It defines intra-disciplinary as occurring within a single subject area or discipline. An intra-disciplinary approach fully integrates the knowledge and skills within a subject area from one grade to the next. It respects the conceptual structures and methods of inquiry of the subject. Teachers using this approach focus on big ideas and learning outcomes rather than isolated facts, helping students find personal meaning and relevance.

1. Group 1-
 Tania Akter Sweety
 Sefat Ul Alom
 Saraban Tohura
1

2. Within Subject Areas Between Subject Areas Beyond Subject Areas
Intra-disciplinary Inter-disciplinary Trans-disciplinary
Multi-disciplinary

3. Intra-disciplinary approach

4. Intra means underneath or within
It is a Latin word
It used as a prefix
Intra-disciplinary means within the discipline or subject
One of the oldest method of teaching learning process
Traditional

5. One subject area
Ongoing
Integration of subject area knowledge and skills as a
coherent whole within the grade
Integration of knowledge and skills as a coherent whole
from grade-to-grade

6. Development of new knowledge
Practical application
Critical thinking
Deep learning
Collaborative learning
Integration of knowledge

7. Fully respects subject area's way of knowing, distinct
conceptual structures, and methods of inquiry
Focuses on big ideas, concepts, learning outcomes, not just
isolated facts or superficially related content
Cognitive, affective, and social domains integrated with
subject-based knowledge and skills to enhance personal
meaning and social relevancy

8. In science, involve studying the physics, chemistry, and
biology of a particular system or organism.
In literature, involve examining the historical, cultural, and
linguistic context of a particular work of literature.

9. Require thorough knowledge of subject area's knowledge
and skills and their interrelatedness
Need to be aware of scope and sequence of subject area
Need to integrate cognitive, affective, and social domains
with subject-based knowledge and skills in a context where
the teaching-learning process fosters active and deliberate
construction of meaning

10. May cover less subject content, but that which is studied is
done at a greater depth of understanding
Need support from school administration and community
Need access to professional development