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.
||Education, Pedegogy, Activity
International Journal of Interdisciplinary Social Sciences, Volume 6, Issue 3, pp.261-274.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 988.545KB).
Instructor, Child and Youth Care Program, Health and Community Studies, Grant MacEwan University, Edmonton, Alberta, Canada
Jenny McGrath has been involved in the field of Child and Youth Care for approximately 15 years. She has worked in numerous settings which include group care, residential treatment programs, preschools, hospitals, after school care, youth custody, and family support. Jenny moved to Edmonton in 2006 from Newfoundland and Labrador to teach in the Bachelor of Child and Youth Care at MacEwan. She has a Master of Science in Family Support, is a Certified Canadian Family Educator and a Fully Certified Child and Youth Care Worker. She is currently Past President of the Child and Youth Care Association of Alberta. Her research interests include the use of activity in working with children, youth and families; family dynamics and support; and professionalism in Child and Youth Care. Jenny has presented on these topics numerous times in Canada and in Ireland.
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