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One of the biggest challenges for language teachers is teaching a mixed ability class. Students with different levels and abilities will always be present in our classrooms. So, how can we use the to improve mixed ability teaching? Let��s find out.?

How to teach mixed-ability classes

Differentiated instruction is the best way to address the challenges of mixed ability classrooms. This is a method that helps teachers adjust aspects of the curriculum to match the different levels of?students.*?This practice ensures that all learners are meeting course outcomes, even though their learning experience may be varied and?different.

In order to differentiate instruction and support students with different needs, teachers can change:?

• the content being taught??
• the process used to teach??
• the product students create??
• the environment where learning takes place

Adjusting the content tends to be the most obvious way to support learners. So, teachers who want to engage with differentiated instruction in mixed ability classrooms often find themselves producing a lot of content. This is great?as a way to?support learners. However, creating new content or leveling existing content is time-consuming, and it can become a real challenge for teachers.??

Content vs process

Instead of adjusting your content, you can use the GSE Teacher Toolkit to adjust your process. When you��re not creating lots of new content, you��ve got more time to consider how to teach new language to your students and how they can show what they��ve learned.?The GSE Teacher Toolkit helps teachers to focus on the process and language production of learners, rather than the content you are teaching.?

This means less work for you, and more engagement from your students, no matter what their level is. And the GSE Teacher Toolkit can help you understand the skills we can expect students to demonstrate. So how does this work in practice? Let��s?take a look.?

STEAM (Science, Technology, Engineering, Art and Maths) sounds like an overwhelming combination of subjects to teach �C and only suitable for expert educators. But the reality is doing STEAM is simpler than you think. Here are 5 common STEAM myths and the truth behind them. We also outline a number of simple activities you try with your students.

1. STEAM requires a lot of time

STEAM projects encourage curiosity, creativity and collaboration in the classroom �C but they have a reputation for being preparation-heavy and for requiring a lot of teaching time and energy.

But to get the full benefit of STEAM, there��s no need to plan out a full-blown project that lasts a whole month. In fact, you might integrate just one STEAM lesson into your syllabus. Or a lesson could contain a one-off 10-minute STEAM challenge.?

Here are some easy, low-preparation challenges your classes can take part in:?

10-minute STEAM challenges:

• Winter unit: How tall can you build a snowman using paper cups??
• Shapes theme: Using five toothpicks make a pentagon, two triangles, a letter of the alphabet.?
• Bug project: Can you create a symmetrical butterfly?

2. You need fancy materials to do STEAM

The biggest misconception is around technology. When you think of STEAM, you might imagine you need apps, computers, tablets and robots to teach it successfully. It��s true that you will certainly find STEAM challenges out there that involve extensive supply lists, expensive equipment, knowledge of programming and robotics.?

However, in reality, you probably have everything you need already. Technology doesn��t have to be expensive or complicated. It can refer to simple, non-electronic tools and machines, too. Think funnels, measuring cups and screwdrivers, for example. You can use low-cost regular classroom or household items and recyclable materials that learners' families can donate. Toilet paper rolls and cardboard boxes are very popular items in STEAM.

Here is a low-tech activity you can try:?

Combine engineering, art and math using cardboard and a pair of scissors

This challenge involves creating 3D self-portrait sculptures in the using only cardboard. First, teach about parts of the face by observing and analyzing some Cubist portraits (eg, explore Georges Braque and Pablo Picasso). Then have learners cut out cardboard shapes and make slits in them to attach together. They create their self-portrait sculptures by fitting the pieces together using the slits so that the final product will stand by itself. Display the self-portraits and talk about them.

3. STEAM is targeted to older learners

Young children are naturally curious about the world around them, and STEAM experiences begin very early in life. They explore with their senses and test their hypotheses about the world, just like scientists do. Much of their play is based on engineering skills, such as building houses with LEGO?? bricks. They learn to manipulate tools while they develop their fine motor skills and their awareness of non-electronic technology. They use dramatic play and enjoy getting their hands full of paint while engaged in art. They learn about maths concepts very early on, such as size (big and small toys), quantities of things, and even babies start using the word ��more�� if they��re still hungry.?

Check out this simple STEAM experiment to learn about plants and their needs.?

How do plants eat and drink??

Have students put water and food dye in a pot. Put a white flower in the water. Ask students to guess what will happen.?

After a few days, students should check their flowers and observe how it has changed color. They must then record their results. Extend the experiment by asking if they can make their flowers two colors.

There are some common myths related to critical thinking and assessment. Many people believe that it��s impossible to assess critical thinking, especially in classes where language is limited. However, it can be done! Here, the key to success is crafting tasks and rubrics that allow you to separate language skills and cognitive skills. After all, a low language level doesn��t necessarily reflect your student��s ability to think critically.

So, how can we measure how a student knows rather than just what they know?

How to measure critical thinking

Well, we first have to consider two types of assessment��formal and informal. Formal assessments tend to happen at the end of a task, lesson or skill-building activity and usually focus on the work the student has produced. Then, we have informal assessments. Those are the assessments that involve on-the-spot interactions. These types of assessments play a crucial role in measuring critical thinking.