Methods:

1. 4A’s
The 4A’s method focuses on four main concepts. Each is necessary for student success,
and by identifying how they will be used in instructional practices, teachers ensure that
students are front-and-center of the activity.

Steps:
 Activity – This will bring understanding to what the learners already know and
clarity to what learners should learn further. At this early stage, the learner should
already have a background of what they will be learning through the activity that
will be presented.
 Analysis – A more in-depth understanding of the lesson. It is another phase where
the learners will process and clarify what is valid and not. The teacher on this part
will ask further questions and will also lead as a facilitator rather than mere
lecturing and sharing facts and ideas. The learners know wider of the lesson but at
the same time draw closer to the main topic.
 Abstraction – The teacher on this part will now focus entirely on the lesson being
presented and ask more lead questions to lead the learners in reinforcing what
they know and should know more. The learner starts to feel more the importance
of the lesson and see the necessity of it to his life.
 Application – The teacher plans for ways students can take in the new
information, consolidate it, and apply it in new and useful ways. This stage brings
the learners to a more practical way of how they can use what they have learned
and thinking of new ways on how it can be improved further.

2. 5E’s
- It is based on an inquiry-oriented teaching and learning model.
- Students use their prior knowledge and literacy to develop explanations for their
hands-on experiences of scientific phenomena.
- Students have opportunities to represent and re-represent their developing
understanding. They are engaged actively in the learning process.

Steps:
 Engagement
Each unit begins with a lesson that mentally engages students with an activity or
question. It captures their interest, provides an opportunity for them to express
what they know about the concept or skill being developed, and helps them to
make connections between what they know and the new ideas. 
 Exploration
Students carry out hands-on activities in which they can explore the concept or
skill. They grapple with the problem or phenomenon and describe it in their own
words. This phase allows students to acquire a common set of experiences that
they can use to help each other make sense of the new concept or skill. 
  Explanation
After students have explored the concept or skill, the teacher provides the
concepts and terms used by the students to develop explanations for the
phenomenon they have experienced. The significant aspect of this phase is that
explanation follows experience. 
 Elaboration
This phase provides opportunities for students to apply what they have learned to
new situations and so develop a deeper understanding of the concept or greater
use of the skill. It is important for students to discuss and compare their ideas with
each other during this phase. 
 Evaluation
The final phase provides an opportunity for students to review and reflect on their
own learning and new understanding and skills. It is also when students provide
evidence for changes to their understanding, beliefs and skills. 

3. 3I’s

Steps:
 Introduction
Review. Clarification of the previous discussion. The aptitude tests.
Apperception. Invoking students’ interests through various materials.
Motivation. Follow up questions that will supply more student interests.

 Interaction
Activity. The given activity has to be suited to students’ interests. It should be the
bridge to the topic.
Discussion. Discusses.
Clarifications. Students should be clarified about the topic in order to see if the
objectives were attained or not yest.

 Integration
Generalization. Gathering opinion from small details being tackled within the
topic. It is usually in a form of self-understanding.
Values Integration. It has to be related to the community or society’s problems.

Strategies:
1. The Drill Lesson
It is where a review lesson is intended to give a new view of old material, the drill lesson
is for automatization of certain facts, habits or skills. Drills aim to fix association for
permanency or to perfect a skill. Drills are needed for mastery, and all subjects need to a
little amount of drill.

Steps:
 A. Motivation. To do a drill is necessary to arouse pupils to maximum and sustained
effort. Pupils should be made to feel a need for the skill or activity and they should be
made to want it. Creating interest is the best motive.
B. Focalization. A drill requires concentration and so children’s attention should be
focused on the specific facts, habits, or skills to be drilled on. 
C. Repetition with Attention. As has been said before, mere repetition will not result in
learning unless accompanied by attention.
D. Application. To show that he has profited from the drill, the pupil must be able to
apply what he has learned.

2. Inductive Method
It begins with specific details, concrete data and examples and ends with an abstract
generalization rule, or principle. The learners are more engaged in the teaching
learning process. Learning becomes more interesting at the outset because we begin
with the experience of our students. It helps the development of our learners' higher –
order – thinking – skills.

3. Appreciation Lesson
Appreciation lesson is one that is designed to lead the class to understand and enjoy
something. One cannot fully appreciate what one does not understand or enjoy.
Appreciation then is a combination of understanding and enjoyment, or intelligent
enjoyment of something.

4. Demonstration
The teacher shows how to operate, manipulate an equipment while the class observes.
It follows a systematic procedure, hence students will be able to learn from a well –
tried procedure since the demonstrators are selected and adjudged to be skilled. The
use of expensive equipment and machines will be maximized.

5. Carousel Brainstorming
Carousel brainstorming is a strategy that requires students to access background
knowledge or review what they have learned by thinking about subtopics within a
broader topic. This strategy can be used in any discipline.

Activities
1. Exploratory activity involves the child using all their Senses. They will examine objects
by looking, touching (with hands and mouths), listening, and moving it to learn about
 how they can influence the world around them. This type of activity is known for
gathering knowledge, concept, and skill. It would include using any manipulatives.

2. Constructive activity helps children to make sense of the world, they develop problem
solving and social skills and improve their fine motor development. Young children often
gravitate towards constructive play when given a choice in the classroom. It means
getting experience through creative works. Some examples of it are using building blocks
and puzzles in the activity.

3. Cooperative learning activity involves pupils working together on activities in a group

small enough to ensure that everyone participates. Pupils in the group may work on
separate tasks contributing to a common overall outcome or work together on a shared
task.

Steps in a Cooperative Learning Activity

Teacher Presentation
Step 1. Have students move to study groups
Step 2. Discuss skills for learning together
Step 3. Introduce the lesson
Group Work
Step 4. Assign roles
Step 5. Describe group task
Evaluation
Step 6. Monitor skills for learning together
Step 7. Check for individual understanding

Example:
Think-Pair-Share. Involves a three-step cooperative structure.  During the first step
individuals think silently about a question posed by the instructor.  Individuals pair up
during the second step and exchange thoughts.  In the third step, the pairs share their
responses with other pairs, other teams, or the entire group.