You might want to read the article/book "Eight Ways to Promote Generative Learning" by Logan Fiorella and Richard Mayer. They review research on various proven effective instructional strategies (e.g. teaching to others) that l end themselves for science and mathc topics.

As for William Roger Nelson's comment, I would advice you to steer clear from learning styles, because this is a commonly believed educational myth that severely lacks scientific evidence.

Best practices would include the study of learning styles and teaching styles. 

You might want to read the article/book "Eight Ways to Promote Generative Learning" by Logan Fiorella and Richard Mayer. They review research on various proven effective instructional strategies (e.g. teaching to others) that l end themselves for science and mathc topics.

As for William Roger Nelson's comment, I would advice you to steer clear from learning styles, because this is a commonly believed educational myth that severely lacks scientific evidence.

One strategy is to excavate contexts from recent media, or recent historical events, or even technical advertising, and then draw out any relevant maths and science practices from these. A benefit is that some adult learners in your class may know a bit about the event or technology and can enlighten the class about features which may not be evident . . . a sort of empowering / sharing the expertise opportunity, and they see why the maths / science is important. 

Thank you for all your answers. I have always wanted to break out from the norm of teaching by the standards and to the test which make me lose sight of the beauty behind the real beginning and cause of these things which is why we want our students to learn these fields. To show that mathematics and science is a tool to answer their questions, to answer the whys which we seldom address and practice in class , that is what I want to instill in my students and hope to continue to practice that as a teacher. I appreciate all your ideas very much! 

This is a very good question.

In addition to the very helpful answers already given, there is a bit more to consider.

A  good introduction to teaching science at the primary school level is given in

https://www.researchgate.net/publication/269993911_Exploring_teaching_practices_of_science_and_technology_in_Malawi_primary_schools

A thorough look at teaching practices in school laboratories is given in

https://www.researchgate.net/publication/272680843_Learning_and_teaching_in_the_school_science_laboratory_An_analysis_of_research_theory_and_practice

See also

https://www.researchgate.net/publication/257662387_Teaching_With_and_About_Nature_of_Science_and_Science_Teacher_Knowledge_Domains

An introduction to mathematics teaching practices at the primary school level is given in

https://www.researchgate.net/publication/222146826_Teachers'_beliefs_and_practices_related_to_mathematics_instruction

Mathematics teaching practices at the secondary school level is given in

https://www.researchgate.net/publication/253265336_Investigation_of_effective_mathematics_teaching_and_learning_in_Australian_secondary_schools

Mathematics teaching practices at the University level are explored in

https://www.researchgate.net/publication/257557422_Introducing_an_observational_measure_of_standards-based_mathematics_teaching_practices_Evidence_of_validity_and_score_reliability

Article Exploring teaching practices of science and technology in Ma...

Chapter Learning and teaching in the school science laboratory: An a...

Article Teaching With and About Nature of Science, and Science Teach...

Article Teachers’ beliefs and practices related to mathematics instruction

Article Investigation of effective mathematics teaching and learning...

Article Introducing an observational measure of standards-based math...