Linking Pedagogical Practices of Activity-based Teaching.

In this paper I discuss the pedagogical power of incorporating "activity" in both the instructional methods and learning assessment strategies within the context of Child and Youth Care (CYC) education. Just as we understand that what is taught is not the same as what is learned, I make the case for linking the pedagogical practices of activity-based methods of instruction and learning assessment strategies. Some of the central tenets of activity-based education are examined with a view to understanding how activity-based education pedagogy has evolved over the years and how it is practiced within CYC education. The paper then focuses on the issue of assessment and the showcasing of activity-based education pedagogy in the student learning assessment process. [ABSTRACT FROM AUTHOR]