Nowadays, emphasis is often placed on assessment for learning, as opposed to assessment of learning. But what exactly is the difference? In brief, assessment for learning involves the teacher and student becoming (29) ______ of how learning can be improved, and techniques mastered. Assessment of learning, on the other hand, simply tests what a student knows. Assessment for learning consists of students recognising where they are and where they want to go to in order to reach their goals. (30) ______, they need to participate actively in their learning.
In order for students to be motivated to learn, there should always be a clear lesson objective and all targets should focus on the needs and abilities of (31) ______ individual class. The teacher's role is to explain to students why they are learning what they are learning, and as most students' attention (32) ______ is short, teachers should opt for a variety of interactive activities during the lesson. The use of audiovisual aids generally helps students pick up things more easily, (33) ______ in turn makes the learning process more effective overall.
(Adapted from Reactivate Your Grammar and Vocabulary by Alexandra Green)

Nowadays, emphasis is often placed on assessment for learning, as opposed to assessment of learning. But what exactly is the difference? In brief, assessment for learning involves the teacher and student becoming (29) ______ of how learning can be improved, and techniques mastered. Assessment of learning, on the other hand, simply tests what a student knows. Assessment for learning consists of students recognising where they are and where they want to go to in order to reach their goals. (30) ______, they need to participate actively in their learning.
In order for students to be motivated to learn, there should always be a clear lesson objective and all targets should focus on the needs and abilities of (31) ______ individual class. The teacher's role is to explain to students why they are learning what they are learning, and as most students' attention (32) ______ is short, teachers should opt for a variety of interactive activities during the lesson. The use of audiovisual aids generally helps students pick up things more easily, (33) ______ in turn makes the learning process more effective overall.
(Adapted from Reactivate Your Grammar and Vocabulary by Alexandra Green)

Nowadays, emphasis is often placed on assessment for learning, as opposed to assessment of learning. But what exactly is the difference? In brief, assessment for learning involves the teacher and student becoming (29) ______ of how learning can be improved, and techniques mastered. Assessment of learning, on the other hand, simply tests what a student knows. Assessment for learning consists of students recognising where they are and where they want to go to in order to reach their goals. (30) ______, they need to participate actively in their learning.
In order for students to be motivated to learn, there should always be a clear lesson objective and all targets should focus on the needs and abilities of (31) ______ individual class. The teacher's role is to explain to students why they are learning what they are learning, and as most students' attention (32) ______ is short, teachers should opt for a variety of interactive activities during the lesson. The use of audiovisual aids generally helps students pick up things more easily, (33) ______ in turn makes the learning process more effective overall.
(Adapted from Reactivate Your Grammar and Vocabulary by Alexandra Green)

Nowadays, emphasis is often placed on assessment for learning, as opposed to assessment of learning. But what exactly is the difference? In brief, assessment for learning involves the teacher and student becoming (29) ______ of how learning can be improved, and techniques mastered. Assessment of learning, on the other hand, simply tests what a student knows. Assessment for learning consists of students recognising where they are and where they want to go to in order to reach their goals. (30) ______, they need to participate actively in their learning.
In order for students to be motivated to learn, there should always be a clear lesson objective and all targets should focus on the needs and abilities of (31) ______ individual class. The teacher's role is to explain to students why they are learning what they are learning, and as most students' attention (32) ______ is short, teachers should opt for a variety of interactive activities during the lesson. The use of audiovisual aids generally helps students pick up things more easily, (33) ______ in turn makes the learning process more effective overall.
(Adapted from Reactivate Your Grammar and Vocabulary by Alexandra Green)

The pursuit of fame has never been more popular than it is today. Where fame was once reserved for the most gifted artists in the entertainment industry, these days it seems that anyone from a reality TV contestant to an online video blogger can become famous.
Most talent show contestants and video bloggers are young people with little or no idea about how to handle fame. They can struggle to cope with the sudden glare of the spotlight. Then, as their new-found fame ends and the public's attention turns elsewhere, these facing stars often struggle to readjust to normality.

However, hanging on to fame has its own pitfalls. Fame brings a loss of privacy as a star's life becomes the subject of media attention and, sometimes, cruel rumour. This can have a serious effect on their friendships. People who desire fame have to be prepared to live their life under a microscope. Fame may build confidence, but it can also destroy this confidence, bringing insecurity, depression and loneliness.

It is important to put human emotions and relationships before fame because, after all, fame does not bring happiness. The bright lights of fame have blinded many wannabes who, later, end up feeling lonely and confused. Fame is fleeting for most people, but the real world is lasting for everyone.
(Adapted from On Screen by Virginia Evans and Jenny Dooley)

The pursuit of fame has never been more popular than it is today. Where fame was once reserved for the most gifted artists in the entertainment industry, these days it seems that anyone from a reality TV contestant to an online video blogger can become famous.
Most talent show contestants and video bloggers are young people with little or no idea about how to handle fame. They can struggle to cope with the sudden glare of the spotlight. Then, as their new-found fame ends and the public's attention turns elsewhere, these facing stars often struggle to readjust to normality.

However, hanging on to fame has its own pitfalls. Fame brings a loss of privacy as a star's life becomes the subject of media attention and, sometimes, cruel rumour. This can have a serious effect on their friendships. People who desire fame have to be prepared to live their life under a microscope. Fame may build confidence, but it can also destroy this confidence, bringing insecurity, depression and loneliness.

It is important to put human emotions and relationships before fame because, after all, fame does not bring happiness. The bright lights of fame have blinded many wannabes who, later, end up feeling lonely and confused. Fame is fleeting for most people, but the real world is lasting for everyone.
(Adapted from On Screen by Virginia Evans and Jenny Dooley)

The pursuit of fame has never been more popular than it is today. Where fame was once reserved for the most gifted artists in the entertainment industry, these days it seems that anyone from a reality TV contestant to an online video blogger can become famous.
Most talent show contestants and video bloggers are young people with little or no idea about how to handle fame. They can struggle to cope with the sudden glare of the spotlight. Then, as their new-found fame ends and the public's attention turns elsewhere, these facing stars often struggle to readjust to normality.

However, hanging on to fame has its own pitfalls. Fame brings a loss of privacy as a star's life becomes the subject of media attention and, sometimes, cruel rumour. This can have a serious effect on their friendships. People who desire fame have to be prepared to live their life under a microscope. Fame may build confidence, but it can also destroy this confidence, bringing insecurity, depression and loneliness.

It is important to put human emotions and relationships before fame because, after all, fame does not bring happiness. The bright lights of fame have blinded many wannabes who, later, end up feeling lonely and confused. Fame is fleeting for most people, but the real world is lasting for everyone.
(Adapted from On Screen by Virginia Evans and Jenny Dooley)

The pursuit of fame has never been more popular than it is today. Where fame was once reserved for the most gifted artists in the entertainment industry, these days it seems that anyone from a reality TV contestant to an online video blogger can become famous.
Most talent show contestants and video bloggers are young people with little or no idea about how to handle fame. They can struggle to cope with the sudden glare of the spotlight. Then, as their new-found fame ends and the public's attention turns elsewhere, these facing stars often struggle to readjust to normality.

However, hanging on to fame has its own pitfalls. Fame brings a loss of privacy as a star's life becomes the subject of media attention and, sometimes, cruel rumour. This can have a serious effect on their friendships. People who desire fame have to be prepared to live their life under a microscope. Fame may build confidence, but it can also destroy this confidence, bringing insecurity, depression and loneliness.

It is important to put human emotions and relationships before fame because, after all, fame does not bring happiness. The bright lights of fame have blinded many wannabes who, later, end up feeling lonely and confused. Fame is fleeting for most people, but the real world is lasting for everyone.
(Adapted from On Screen by Virginia Evans and Jenny Dooley)

The pursuit of fame has never been more popular than it is today. Where fame was once reserved for the most gifted artists in the entertainment industry, these days it seems that anyone from a reality TV contestant to an online video blogger can become famous.
Most talent show contestants and video bloggers are young people with little or no idea about how to handle fame. They can struggle to cope with the sudden glare of the spotlight. Then, as their new-found fame ends and the public's attention turns elsewhere, these facing stars often struggle to readjust to normality.

However, hanging on to fame has its own pitfalls. Fame brings a loss of privacy as a star's life becomes the subject of media attention and, sometimes, cruel rumour. This can have a serious effect on their friendships. People who desire fame have to be prepared to live their life under a microscope. Fame may build confidence, but it can also destroy this confidence, bringing insecurity, depression and loneliness.

It is important to put human emotions and relationships before fame because, after all, fame does not bring happiness. The bright lights of fame have blinded many wannabes who, later, end up feeling lonely and confused. Fame is fleeting for most people, but the real world is lasting for everyone.
(Adapted from On Screen by Virginia Evans and Jenny Dooley)

Like many constructions, it started small; but now thousands of children with autism are making friends and learning social skills by playing a version of online building game Minecraft. Stuart Duncan, a web developer in Timmins, Canada, got the idea through a popular blog he ran about his own experiences with autism as well as bringing up a son with autism. Other parents with autistic children started telling him that their kids were enamoured with a game that let them explore a randomly generated wilderness. However, many of the children were being bullied by other players. So, in 2013, he set up a server to run a version of Minecraft exclusively for children with autism and their families.

At first, he thought the invite-only server would attract 10 or 20 people. To his amazement, hundreds requested to join in the first few days. Now, almost three years later, the community boasts nearly 7000 members, along with a team of admins to help manage its many activities. "Parents see such a benefit for themselves and their children," says Duncan.

Everyday social situations can be challenging for autistic children, who may struggle to pick up on social cues or understand another person's perspective. Minecraft strips away the pressures typical of the real world. There is no noisy or unfamiliar environment to distract you, no pressure to track the other person's facial expressions or worry about eye contact. "With Minecraft, you can really just be yourself," he says.

To join Autcraft, you must fill out an application. Once approved, you are free to roam the landscape and build your own structures. You can also take part in group games or build things as a team. However, you have to stick to some rules. Harassing other players or destroying their property can get you banned.

Joining a community like Autcraft could be a good first step to feeling less socially anxious and more engaged, says Elizabeth Laugeson, director of the PEERS Clinic at the University of California, Los Angeles. The server also caught the eye of Kate Ringland at the University of California, Irvine. She sees Autcraft as not just another online community, but as a tool that helps autistic children practise social skills. "There's a lot of reflection going on," she says. "Autcraft is supporting a lot of social behaviours."
(Adapted from https://www.newscientist.com/)

Like many constructions, it started small; but now thousands of children with autism are making friends and learning social skills by playing a version of online building game Minecraft. Stuart Duncan, a web developer in Timmins, Canada, got the idea through a popular blog he ran about his own experiences with autism as well as bringing up a son with autism. Other parents with autistic children started telling him that their kids were enamoured with a game that let them explore a randomly generated wilderness. However, many of the children were being bullied by other players. So, in 2013, he set up a server to run a version of Minecraft exclusively for children with autism and their families.

At first, he thought the invite-only server would attract 10 or 20 people. To his amazement, hundreds requested to join in the first few days. Now, almost three years later, the community boasts nearly 7000 members, along with a team of admins to help manage its many activities. "Parents see such a benefit for themselves and their children," says Duncan.

Everyday social situations can be challenging for autistic children, who may struggle to pick up on social cues or understand another person's perspective. Minecraft strips away the pressures typical of the real world. There is no noisy or unfamiliar environment to distract you, no pressure to track the other person's facial expressions or worry about eye contact. "With Minecraft, you can really just be yourself," he says.

To join Autcraft, you must fill out an application. Once approved, you are free to roam the landscape and build your own structures. You can also take part in group games or build things as a team. However, you have to stick to some rules. Harassing other players or destroying their property can get you banned.

Joining a community like Autcraft could be a good first step to feeling less socially anxious and more engaged, says Elizabeth Laugeson, director of the PEERS Clinic at the University of California, Los Angeles. The server also caught the eye of Kate Ringland at the University of California, Irvine. She sees Autcraft as not just another online community, but as a tool that helps autistic children practise social skills. "There's a lot of reflection going on," she says. "Autcraft is supporting a lot of social behaviours."
(Adapted from https://www.newscientist.com/)

Like many constructions, it started small; but now thousands of children with autism are making friends and learning social skills by playing a version of online building game Minecraft. Stuart Duncan, a web developer in Timmins, Canada, got the idea through a popular blog he ran about his own experiences with autism as well as bringing up a son with autism. Other parents with autistic children started telling him that their kids were enamoured with a game that let them explore a randomly generated wilderness. However, many of the children were being bullied by other players. So, in 2013, he set up a server to run a version of Minecraft exclusively for children with autism and their families.

At first, he thought the invite-only server would attract 10 or 20 people. To his amazement, hundreds requested to join in the first few days. Now, almost three years later, the community boasts nearly 7000 members, along with a team of admins to help manage its many activities. "Parents see such a benefit for themselves and their children," says Duncan.

Everyday social situations can be challenging for autistic children, who may struggle to pick up on social cues or understand another person's perspective. Minecraft strips away the pressures typical of the real world. There is no noisy or unfamiliar environment to distract you, no pressure to track the other person's facial expressions or worry about eye contact. "With Minecraft, you can really just be yourself," he says.

To join Autcraft, you must fill out an application. Once approved, you are free to roam the landscape and build your own structures. You can also take part in group games or build things as a team. However, you have to stick to some rules. Harassing other players or destroying their property can get you banned.

Joining a community like Autcraft could be a good first step to feeling less socially anxious and more engaged, says Elizabeth Laugeson, director of the PEERS Clinic at the University of California, Los Angeles. The server also caught the eye of Kate Ringland at the University of California, Irvine. She sees Autcraft as not just another online community, but as a tool that helps autistic children practise social skills. "There's a lot of reflection going on," she says. "Autcraft is supporting a lot of social behaviours."
(Adapted from https://www.newscientist.com/)

Like many constructions, it started small; but now thousands of children with autism are making friends and learning social skills by playing a version of online building game Minecraft. Stuart Duncan, a web developer in Timmins, Canada, got the idea through a popular blog he ran about his own experiences with autism as well as bringing up a son with autism. Other parents with autistic children started telling him that their kids were enamoured with a game that let them explore a randomly generated wilderness. However, many of the children were being bullied by other players. So, in 2013, he set up a server to run a version of Minecraft exclusively for children with autism and their families.

At first, he thought the invite-only server would attract 10 or 20 people. To his amazement, hundreds requested to join in the first few days. Now, almost three years later, the community boasts nearly 7000 members, along with a team of admins to help manage its many activities. "Parents see such a benefit for themselves and their children," says Duncan.

Everyday social situations can be challenging for autistic children, who may struggle to pick up on social cues or understand another person's perspective. Minecraft strips away the pressures typical of the real world. There is no noisy or unfamiliar environment to distract you, no pressure to track the other person's facial expressions or worry about eye contact. "With Minecraft, you can really just be yourself," he says.

To join Autcraft, you must fill out an application. Once approved, you are free to roam the landscape and build your own structures. You can also take part in group games or build things as a team. However, you have to stick to some rules. Harassing other players or destroying their property can get you banned.

Joining a community like Autcraft could be a good first step to feeling less socially anxious and more engaged, says Elizabeth Laugeson, director of the PEERS Clinic at the University of California, Los Angeles. The server also caught the eye of Kate Ringland at the University of California, Irvine. She sees Autcraft as not just another online community, but as a tool that helps autistic children practise social skills. "There's a lot of reflection going on," she says. "Autcraft is supporting a lot of social behaviours."
(Adapted from https://www.newscientist.com/)

Like many constructions, it started small; but now thousands of children with autism are making friends and learning social skills by playing a version of online building game Minecraft. Stuart Duncan, a web developer in Timmins, Canada, got the idea through a popular blog he ran about his own experiences with autism as well as bringing up a son with autism. Other parents with autistic children started telling him that their kids were enamoured with a game that let them explore a randomly generated wilderness. However, many of the children were being bullied by other players. So, in 2013, he set up a server to run a version of Minecraft exclusively for children with autism and their families.

At first, he thought the invite-only server would attract 10 or 20 people. To his amazement, hundreds requested to join in the first few days. Now, almost three years later, the community boasts nearly 7000 members, along with a team of admins to help manage its many activities. "Parents see such a benefit for themselves and their children," says Duncan.

Everyday social situations can be challenging for autistic children, who may struggle to pick up on social cues or understand another person's perspective. Minecraft strips away the pressures typical of the real world. There is no noisy or unfamiliar environment to distract you, no pressure to track the other person's facial expressions or worry about eye contact. "With Minecraft, you can really just be yourself," he says.

To join Autcraft, you must fill out an application. Once approved, you are free to roam the landscape and build your own structures. You can also take part in group games or build things as a team. However, you have to stick to some rules. Harassing other players or destroying their property can get you banned.

Joining a community like Autcraft could be a good first step to feeling less socially anxious and more engaged, says Elizabeth Laugeson, director of the PEERS Clinic at the University of California, Los Angeles. The server also caught the eye of Kate Ringland at the University of California, Irvine. She sees Autcraft as not just another online community, but as a tool that helps autistic children practise social skills. "There's a lot of reflection going on," she says. "Autcraft is supporting a lot of social behaviours."
(Adapted from https://www.newscientist.com/)

Like many constructions, it started small; but now thousands of children with autism are making friends and learning social skills by playing a version of online building game Minecraft. Stuart Duncan, a web developer in Timmins, Canada, got the idea through a popular blog he ran about his own experiences with autism as well as bringing up a son with autism. Other parents with autistic children started telling him that their kids were enamoured with a game that let them explore a randomly generated wilderness. However, many of the children were being bullied by other players. So, in 2013, he set up a server to run a version of Minecraft exclusively for children with autism and their families.

At first, he thought the invite-only server would attract 10 or 20 people. To his amazement, hundreds requested to join in the first few days. Now, almost three years later, the community boasts nearly 7000 members, along with a team of admins to help manage its many activities. "Parents see such a benefit for themselves and their children," says Duncan.

Everyday social situations can be challenging for autistic children, who may struggle to pick up on social cues or understand another person's perspective. Minecraft strips away the pressures typical of the real world. There is no noisy or unfamiliar environment to distract you, no pressure to track the other person's facial expressions or worry about eye contact. "With Minecraft, you can really just be yourself," he says.

To join Autcraft, you must fill out an application. Once approved, you are free to roam the landscape and build your own structures. You can also take part in group games or build things as a team. However, you have to stick to some rules. Harassing other players or destroying their property can get you banned.

Joining a community like Autcraft could be a good first step to feeling less socially anxious and more engaged, says Elizabeth Laugeson, director of the PEERS Clinic at the University of California, Los Angeles. The server also caught the eye of Kate Ringland at the University of California, Irvine. She sees Autcraft as not just another online community, but as a tool that helps autistic children practise social skills. "There's a lot of reflection going on," she says. "Autcraft is supporting a lot of social behaviours."
(Adapted from https://www.newscientist.com/)

Like many constructions, it started small; but now thousands of children with autism are making friends and learning social skills by playing a version of online building game Minecraft. Stuart Duncan, a web developer in Timmins, Canada, got the idea through a popular blog he ran about his own experiences with autism as well as bringing up a son with autism. Other parents with autistic children started telling him that their kids were enamoured with a game that let them explore a randomly generated wilderness. However, many of the children were being bullied by other players. So, in 2013, he set up a server to run a version of Minecraft exclusively for children with autism and their families.

At first, he thought the invite-only server would attract 10 or 20 people. To his amazement, hundreds requested to join in the first few days. Now, almost three years later, the community boasts nearly 7000 members, along with a team of admins to help manage its many activities. "Parents see such a benefit for themselves and their children," says Duncan.

Everyday social situations can be challenging for autistic children, who may struggle to pick up on social cues or understand another person's perspective. Minecraft strips away the pressures typical of the real world. There is no noisy or unfamiliar environment to distract you, no pressure to track the other person's facial expressions or worry about eye contact. "With Minecraft, you can really just be yourself," he says.

To join Autcraft, you must fill out an application. Once approved, you are free to roam the landscape and build your own structures. You can also take part in group games or build things as a team. However, you have to stick to some rules. Harassing other players or destroying their property can get you banned.

Joining a community like Autcraft could be a good first step to feeling less socially anxious and more engaged, says Elizabeth Laugeson, director of the PEERS Clinic at the University of California, Los Angeles. The server also caught the eye of Kate Ringland at the University of California, Irvine. She sees Autcraft as not just another online community, but as a tool that helps autistic children practise social skills. "There's a lot of reflection going on," she says. "Autcraft is supporting a lot of social behaviours."
(Adapted from https://www.newscientist.com/)