Featured blogs: Focus on CASAS STEPS

  • A adult teacher stood with a adult student who is sat at a desk with a laptop

    Introducing the Adult Education Test Prep Online Practice program

    By Louise Febles
    Reading time: 2 minutes

    In the Fall of 2024, we discussed some of the changes happening in Adult Education, including the revision of the NRS level descriptors for ESOL and the new CASAS STEPS (Student Test of English Progress and Success), which replaced the CASAS® Life and Work test series.

    The test has moved from a life-skills focus to a more academically rigorous assessment. For starters, the CASAS® STEPS includes new content areas for both Reading and Listening. The new content areas for Reading include main ideas, inference, point of view, supporting evidence and the new content areas for listening include main ideas and summary. These additional content areas require students to display higher-level thinking skills, which in turn require teachers to hone those skills in the classroom daily.

    We have listened to our customers’ requests for CASAS® STEPS prep materials and created a brand-new tool to help your students succeed when taking the exam - a new program called Adult Education Test Prep Online Practice. The program is an independent test preparation hub available through Pearson’s MyEnglishLab portal. It includes a wealth of print-on-demand teacher resources and listening audio. At under $100 per instructor code, it can be used by any Adult Education program looking for CASAS® STEPS Prep and to complement textbooks such as Future, Side by Side, Stand Out and Ventures, among others.

    Adult Education Test Prep Online Practice includes:

    • 5 listening practice tests (Levels A, B, C, D, E)
    • Answer sheet
    • Answer Key with item analysis chart
    • Revised correlations chart
    • 17 Listening student worksheets + teacher's guide covering the five content areas: Dialogue, vocabulary, details, main idea and summary
  • A adult teacher sat down with two older students talking to them

    Test-taking strategies for adult ESOL students

    By Louise Febles
    Reading time: 2 minutes

    Although test-taking is an important part of education in the United States, it's also a source of anxiety and stress for students and teachers alike. In the case of ELLs (English Language Learners), many factors pose challenges to their test-taking success. In this blog post, we will discuss strategies to ensure ESOL students succeed in taking the new and more rigorous CASAS STEPS assessment series.

    Inspire a positive classroom mindset

    Adult ESOL instructors often have a strong rapport with their students. They are mindful of the challenges students face in their new American lives – challenges such as immigration status, family situation, financial and housing status, which might deter them from fully focusing on their studies. Compassion and a positive classroom mindset are powerful tools for long-term academic success.

    One way for teachers to cultivate confidence in students is by celebrating their victories – big or small – such as a student passing their driver's license test, making an MSG (Measurable skill gain) in the CASAS STEPS, or even just increasing their test score at all. 

    Clarify testing information

    Another step to help students succeed while testing is demystifying tests. Many adult ESOL students might not be familiar with standardized testing at all. In addition, students (especially those in lower NRS level classes) might encounter language barriers in testing terminology.

    To help reduce test anxiety, teachers can explain the ins and outs of the CASAS STEPS ahead of time. For instance, how long students have for each session, how many questions there are in each portion, what the scores mean and what they don't mean (a low score will not remove them from their class or program).

    Practice, Pratice, Practice 

    Providing students with regular practice exercises is a great tool to combat fear of the unknown. Teaching with the test in mind, instructors can include a daily warm-up listening question or two at the beginning of class that relates to the day's lesson topic and/or provide a daily timed "exit ticket" reading question (both can be found in the FUTURE series books and accompanying MyEnglishLab.) so they can practice time management skills for test tasking.

    Encourage self-care

    While mental preparation is crucial, feeling physically comfortable and having basic needs met makes concentrating on tests a lot easier. According to Harvard, getting a good night's sleep is one of the keys to testing well.

    Eating nutritious food, avoiding sugar, and drinking plenty of water are equally important measures. The temperature in the testing rooms can play a role in students' comfort and ability to focus; teachers can remind students to bring sweaters or wear layers and comfortable clothes.

    The CASAS STEPS, along with most standardized assessments, is a test of mental and physical endurance. Preparation makes a direct impact on their scores. Developing students' confidence and growth mindset, clearly communicating test information, providing plenty of opportunities to practice with the FUTURE series and MyEnglishLab, and encouraging self-care will help students achieve higher results. What other test-taking strategies do you use with your students? 

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  • A teacher sat at a table with students helping them work
    • The Global Scale of English
    • Language teaching

    GSE Teacher Toolkit: Teaching mixed ability classes

    By Sara Davila
    Reading time: 4 minutes

    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 GSE Teacher Toolkit 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. 

  • A woman with a backpack stood in a airport looking at one of the many boards
    • Language hints and tips

    Travelling to an English-speaking country? 6 simple things you need to know

    By Steffanie Zazulak
    Reading time: 2 minutes

    Regardless of where you’re travelling, it‘s definitely worth learning some basic English, and you won’t be alone: approximately 1.5 billion people are learning English (20% of the world). Of course, if you’re visiting an English-speaking country like the United Kingdom, the United States, Canada, Australia or New Zealand, it’s especially useful to brush up on your English.

    Here are six simple things you need to know when travelling to English-speaking countries:

  • A teacher sat with students reading
    • Language teaching

    5 STEAM myths debunked

    By Sarah Hillyard
    Reading time: 4 minutes

    STEAM (Science, Technology, Engineering, Art and Maths) sounds like an overwhelming combination of subjects to teach – 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 – 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 cubist style 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.

  • A group of children stood at a table with their teacher watching her write something down on paper
    • Teaching trends and techniques
    • Language teaching

    Build success beyond the classroom: Critical thinking and assessment

    By Christina Cavage
    Reading time: 4 minutes

    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.

  • Two friends outside laughing together
    • Just for fun

    Exploring unusual and funny English sayings

    By Charlotte Guest
    Reading time: 3 minutes

    It's April Fool's Day today and we’re diving into the lighter side of the English language. English is full of quirky sayings and odd words that can leave you scratching your head or laughing out loud. So enjoy this collection of funny English sayings and words that are sure to bring a smile to your face and probably make you question whether this is an April Fool’s Day joke.

    1. Bob’s your uncle

    Let’s start with a classic British saying: “Bob’s your uncle.” This phrase is used to indicate that something will be simple or straightforward. For example, “Just add water, and Bob’s your uncle”. But who is Bob, and why is he your uncle? The origins are unclear, but it’s a fun way to say, “And there you have it”.

    2. The bee’s knees

    When something is the “bee’s knees,” it means it’s excellent or of high quality. But why the knees of a bee? This saying likely originated in the 1920s as part of a trend of using animal anatomy in slang. Other similar phrases include “the cat’s pajamas” and “the snake’s hips”.

    3. More holes than Swiss cheese

    If something has “more holes than Swiss cheese,” it means it’s full of flaws or problems. This saying is self-explanatory if you’ve ever seen a slice of Swiss cheese. It’s a humorous way to point out that something isn’t quite up to par.

    4. Bamboozle

    To “bamboozle” someone means to trick or confuse them. This word itself sounds like a bit of a trick, doesn’t it? It’s believed to have originated in the 17th century, and it’s a perfect word to use on April Fool's Day when you’re pulling pranks on your friends.

    5. Fuddy-duddy

    A “fuddy-duddy” is someone who is old-fashioned or fussy. This term is often used affectionately to describe someone who is a bit behind the times. It’s a funny-sounding word that’s sure to bring a smile to your face.

    6. Gobbledygook

    “Gobbledygook” refers to language that is meaningless or hard to understand, often used to describe overly complex jargon. It was coined during World War II by a Texas congressman who compared confusing bureaucratic language to the sound of a turkey’s gobble. It’s a perfect word for describing those moments when someone is talking but you have no idea what they’re saying.

    7. Mad as a hatter

    If someone is “mad as a hatter,” they’re completely crazy. This saying dates back to the 19th century when hat makers (hatters) often suffered from mercury poisoning due to the chemicals used in hat production, leading to erratic behavior. It’s a whimsical way to describe someone who’s a bit off their rocker.

    8. Raining cats and dogs

    When it’s “raining cats and dogs”, it’s raining very heavily. The origins of this saying are unclear, but it’s a vivid and amusing way to describe a downpour. Just imagine cats and dogs falling from the sky!

    9. Lollygag

    To “lollygag” means to dawdle or waste time. It’s a playful word that perfectly captures the essence of goofing off. So, if you find yourself procrastinating today, just tell everyone you’re lollygagging.

    10. The whole shebang

    “The whole shebang” means everything or the entire thing. The origins of “shebang” are uncertain, but it’s a fun and quirky way to refer to the entirety of something. Whether you’re talking about a project, a meal or a party, this phrase adds a bit of flair.

    11. Cat got your tongue?

    When someone is unusually quiet or at a loss for words, you might ask “Cat got your tongue?” This odd saying dates back to the 19th century and is a humorous way to prompt someone to speak up.

    12. As cool as a cucumber

    If someone is “as cool as a cucumber,” they’re very calm and composed, even in stressful situations. This saying is amusing because it compares a person’s demeanor to a vegetable known for its refreshing coolness. It’s a fun way to compliment someone’s ability to stay unruffled.

    How many unusual English sayings do you know?

    English is a wonderfully weird language, full of sayings and words that can leave us amused and bewildered. On this April Fool's Day, we hope you’ve enjoyed this lighthearted look at some of the funniest expressions English has to offer. So go ahead, sprinkle these sayings into your conversations, and share a laugh with your friends. After all, laughter is the best medicine, and today is the perfect day to embrace the humor in our language.

  • A teacher stood next to a young students desk, the student sat at the desk is high fiving his teacher
    • Teaching trends and techniques
    • Language teaching

    What is the Pearson Smart Lesson Generator?

    By Thomas Gardner
    Reading time: 3 minutes

    How much of your valuable time is spent on planning and administrative tasks instead of teaching? While 93% of educators start their careers to positively impact students' lives, over 75% end up overwhelmed by these non-teaching duties. But we have a tool to help lighten the load.

    Introducing Pearson Smart Lesson Generator – a fast, integrated and efficient solution to streamline lesson planning, allowing you to focus on teaching. Let’s explore the Smart Lesson Generator:

    Meet the new Pearson Smart Lesson Generator

    The Pearson Smart Lesson Generator allows you to create engaging and appropriate lesson plans in seconds. It is connected with Pearson courses designed by experts and aligned with the Global Scale of English (GSE) to ensure effectiveness.

  • A group of students  hugging a teacher
    • Teaching trends and techniques

    How to use praise to motivate your students

    By Joanna Wiseman
    Reading time: 3 minutes

    Praise in the classroom is a valuable resource that every teacher has in their toolbox. It can encourage struggling students and reward learners who have been studying diligently and working hard on their language skills.

    But not all types of praise have the same effect. Let’s take a look at different types of praise and how you can use it to boost your learners’ motivation and self-esteem. 

    Different types of praise in the classroom

    There are three types of praise that teachers commonly engage in - but they’re not all equal and are not all desirable: 

    • Personal praise: Here you praise a student for a specific ability or quality. For example, you might say something like, “You have a great memory for vocabulary”.  
    • Effort-based praise: This is when you comment on a student’s efforts. For example, you could say, “I can see you tried really hard with this vocabulary homework – well done.”  
    • Behavior-based praise: This type of praise is where you comment on how a student is acting, an example would be, “You were really paying attention during the vocabulary lesson – good job.”

    So how – and when – should we use these types of praise in the classroom? 

    Try not to praise ability

    The first type of praise – personal praise – should be avoided in the classroom. Research has shown that this type of praise doesn’t have a beneficial effect on motivation. 

    In fact, praise for intelligence actually has a detrimental effect on student achievement. When students were praised for their intelligence, they tended to care more about their performance goals – the score they achieved on a test, for example. Learning goals, like mastering a new skill, became less important to them. 

    Moreover, personal praise has been shown to undermine student resilience in the face of failure. Students showed less persistence when it came to challenging tasks and less enjoyment of the challenge. They also performed more poorly than children praised for effort. 

    Furthermore, when you praise students for their ability, they also tend to see intelligence or aptitude as a fixed trait. However, students who are praised for effort are more likely to see ability as something they can improve on. This feeds into the development of a growth mindset vs a fixed mindset. It’s important to instill a growth mindset in learners to enable them to reach their full potential. 

    How to praise effort and behavior

    When it comes to praising effort and behavior, what’s the most effective way to do it? Here are some techniques to employ: 

    1. Be specific  

    General praise such as “Good job” isn’t nearly as effective as a comment that shows you’ve been paying attention to what the student is doing. A precise compliment will make a much bigger impact on a student, for example: “I was really impressed at how hard you concentrated during the listening exercise. Well done.”  

    2. Give praise in the moment 

    Immediate praise doesn’t need to be disruptive, but it shows students that you are paying attention and noticing good behavior and effort. 

    3. Avoid comparisons with other students 

    Instead of saying, “You got the best mark in the class – well done!” say something like, “You got a really high score in the reading test. Your hard work has really paid off this term.”

    4. Keep track of praise 

    Before your class, choose three or four students you’re going to praise that day. That way, you can be sure that each and every student will benefit from the motivational power of effective classroom praise!

    5. Personalize your praise, depending on the student 

    Young students enjoy being praised publicly, but shy students, older children and teenagers prefer positive feedback to be given quietly. 

    Don’t overpraise and watch your positive bias 

    It’s important to be sincere. Older children, especially adolescents, have an extremely low tolerance of insincerity. So, don’t be tempted to praise students too often, or too effusively – it can actually have a negative impact on your relationship with your whole class. Insincere praise can lead students to question your judgement. 

    It’s also really important to be aware of your positive bias. Studies have shown that teachers consistently give students of color more positive feedback on their work. It’s done with good intentions, but it can actually be harmful. If you regularly overpraise students for minor achievements, it can imply that you have low expectations for these students. And, this can make your students feel like they might not be capable of fulfilling the high expectations that you should have of them. 

    So, instead of overpraising, focus on giving specific, immediate praise to motivate your students, boost their self-esteem and unlock their potential.

    Find out how to nurture creativity in your learners and this post will tell you how to promote student happiness and wellbeing

  • Coworkers talking together in an office by windows
    • Business and employability

    Unlocking economic potential with language learning

    By Samantha Ball
    Reading time: 5 minutes

    As demographic shifts and technological advancements reshape the global workforce, the gap between the skills people have and the skills they need continues to widen. This "skills chasm" is particularly evident in language learning, where traditional education systems often fail to keep pace with the demands of the modern economy.

  • A man sat at a laptop smiling
    • Technology and the future
    • AI

    Embracing the future: Teaching in the age of AI

    By Thomas Gardner
    Reading time: 4 minutes

    With the continuous evolution of AI tools, it has become more critical to incorporate AI into our teaching practices. AI has the transformative power to improve our teaching methods, tailor learning experiences, and increase student engagement.

    To give you a taste of our webinar 'Teaching in the age of AI: 7 tips for preparing for an educational evolution'. We'll cover seven tips designed to prepare you for an educational evolution with AI.

    1. Choosing your AI path

    The first step in integrating AI into your teaching practice is deciding your approach. Are you an AI methodologist who practices based on theory or an AI experimentalist who develops theory based on practice? Both paths are valid, but it's crucial to choose one to avoid inertia. Understanding AI's basics and experimenting with different tools will help you find your footing.

    2. Becoming friends with AI

    AI should be seen as a thought partner and assistant, not a replacement. Use AI to enhance your creativity and efficiency. For example, if you're stuck on creating a warm-up activity, ask AI for ideas. Treat AI as a helpful assistant to handle tasks you find time-consuming or less enjoyable, allowing you to focus on what you love about teaching.

    3. Developing empathy for AI

    Understanding AI's capabilities and limitations is essential. AI learns from the data we provide, so it's crucial to feed it accurate and relevant information. Developing empathy for AI means understanding how it processes information and how to give clear instructions to get the best results.

    4. Using AI for comprehensive coverage

    AI can help cover all aspects of language learning, including:

    • Meaning-focused input: Generate reading passages and listening activities.
    • Meaning-focused output: Create speaking and writing tasks.
    • Language-focused learning: Develop vocabulary lists, grammar exercises, and pronunciation activities.
    • Fluency development: Design repetitive practice tasks to build automaticity in language use.

    5. Transforming teaching practices

    Move beyond simple substitution and augmentation of tasks with AI. Aim for modification and redefinition of your teaching methods. For instance, use AI to create interactive and personalized learning experiences that were previously unimaginable.

    6. Adopting AI pedagogy

    AI offers new teaching possibilities that break away from traditional constraints. Embrace these opportunities to redefine your pedagogy. Think about what is now possible with AI that wasn't before and how you can leverage these capabilities to enhance learning.

    7. Creating formative assessments

    Use AI to develop formative assessments that provide continuous feedback. These assessments should help students understand their progress and guide you in improving your teaching strategies. AI can generate rubrics, provide instant feedback, and help track student performance over time.

    Practical tips and challenges

    To help you integrate AI into your teaching practice, here are some practical tips and challenges:

    1. Experiment with AI tools: Find tools for creating text, audio, images, and video. Create activities using these tools to see how they can enhance your lessons.

    2. Develop custom AI applications: Create custom GPTs for specific tasks, such as generating rubrics or formative assessments.

    3. Engage students with AI: Design activities where students use AI to generate content, evaluate AI-generated work, and reflect on their learning process.

    4. Focus on formative feedback: Use AI to provide continuous, formative feedback to students, helping them understand their strengths and areas for improvement.

    Embrace AI and its challenges

    Integrating AI into your teaching practice is not just about using new tools; it's about transforming your approach to education. By embracing AI, you can create more engaging, personalized, and effective learning experiences for your students. As you embark on this journey, remember that the goal is to enhance your teaching, not replace it. Embrace the challenges, experiment with new ideas, and let AI help you become the best educator you can be.

    Watch our webinar

    Ready to dive deeper into the world of AI in education? Watch our webinar, 'Teaching in the Age of AI: 7 Tips for Preparing for an Educational Evolution'. Discover how AI can augment teaching, personalize learning, and boost engagement. Delve into the AI-first pedagogy, ethical considerations and practical strategies to make your classroom more effective, engaging, and innovative.