LECTURE METHOD I establish objectives and desired outcomes, research on the subject, and organize the material in planning

for the lecture and productive classroom activities I rehearse the lecture to build self-confidence and to smooth out the use of notes, visual aids, and other instructional devices In delivering my lecture, I use simple rather than complex words whenever possible, if not; I define terms which may have vague meanings I vary my tone of voice and pace of speaking whenever necessary (emphasizes on important points, slows down when dealing with advanced topics) I consider notes (written on cards, etc.) as a must because they help keep the lecture on track; I use them modestly I dont hide them from the students INDUCTIVE METHOD I start lessons with the identification of a problem. I allow my students to start searching for data from all possible sources like books, magazines, journals; and with my help -- organize the data which they have collected From the data that they have collected I induce my students to frame possible solutions on the problem. I encourage my students to discuss, argue and judge on which solutions are to be eliminated and which should remain I allow my students to apply the solutions to verify results DEDUCTIVE I make sure that my students have a clear understanding of the problem I review previous principles or generalizations which could be applied to the problem I lead my students to infer that the problem falls under one of the rules, principles or generalizations I encourage my students to apply the generalization, principle that they have chosen to solve the case If the case is solved then the generalization they chose is accepted; otherwise the procedure is repeated to find the correct one DISCOVERY Upon identifying the topic, I urge my students to identify questions they want answered or problems they want solved I allow them to raise, test and revise their hypothesis I assist my students in thinking of ways by which they could answer the questions they have posted and achieve reliable outcomes I help them identify valuable results that could lead them to a conclusion I facilitate validation of the results that they have gathered from the activity. SYNTHETIC I often break up a given problem, so that it connects with what my students already know After which I, relate known bits of data and combine them to form new information I consider review as a critical part of the teaching/learning process I give my students time to think and relate pieces of previous information to arrive into valuable new inputs I allow my students to divide large problems into smaller identifiable chunks for ease of understanding PROJECT METHOD I ask students to submit projects which focuses on the topic currently being discussed

I try to promote critical thinking skills among my students by framing projects that revolve around a driving question I encourage them to accomplish said projects in their own style and preferences I provide feedbacks on projects handed in so that they could revise and further improve their ideas I enable learners to conduct real inquiry, as with "real inquiry comes innovation--a new answer to a driving question, a new product, or an individually generated solution to a problem" THINK PAIR SHARE I pose a question in relation to topic to be discussed I allow students to think independently about the question that has been posed, and to form ideas of their own. I pair students off to discuss their thoughts. This step allows students to articulate their ideas and to consider those of others. I select student pairs that will share their ideas with a larger group, such as the whole class I clarify/correct/verify ideas which had been presented or shared with the larger group