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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.

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.

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 ɫèAV Smart Lesson Generator?�C 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 ɫèAV Smart Lesson Generator

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

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 �C 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 �C good job.��

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

Try not to praise ability

The first type of praise �C personal praise �C should be avoided in the classroom.??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 �C 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 �C 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 �C 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.?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.?

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.

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.

Engaging in conversations, especially in a language that isn't your first, can sometimes be daunting. Whether English isn��t your first language or you��re just looking to improve your conversational skills, having a few handy phrases up your sleeve can make a world of difference. Here are seven essential phrases that can help you navigate conversations in English with greater ease and confidence.

Planning grammar lessons with the GSE Teacher Toolkit

Grammar is one of the core areas of language teaching. Often, new teachers are nervous about teaching it, but sooner or later, all English teachers will have to get to grips with it. Whether you love or hate teaching grammar to your students, the makes planning a successful grammar lesson easier than ever.?

When it comes to planning a grammar-focused lesson, there are two main strategies to choose from: a communicative approach or a focus-on-form approach. The communicative approach is more commonly used.?

So, let��s have a look at how the GSE Teacher Toolkit can help you plan a communicative grammar lesson that is effective and engaging for your students.?

Teaching communicative grammar

When you��re planning a grammar lesson, you want to be sure there is a reason for students to use the grammar point that you��re going to teach. That way, your students will be more motivated to learn the form and practise using it correctly.?

Using and applying grammar generally requires producing something. That��s why grammar, as an enabling skill, is often aligned to speaking and writing, the productive skills. When you want your students to use or produce a particular grammar form, you can begin by looking for the associated skills in speaking and writing.?

Choosing a skill to teach

Imagine that you have a class that is learning at an A2 level (35 - 40 on the GSE range). You��ll want to help them work towards A2+/B1. So, it��s a good idea to plan lessons around skills that are in your target GSE range to push their progress.?

In order to plan an A2+ range speaking class, you can filter the GSE Teacher Toolkit to look in your target learning range for specific skills to teach:?