Title

The Sciences of Learning, Instruction, and Assessment as Underpinnings of the Morningside Model of Generative Instruction

Authors

Elizabeth M. Street, Central Washington UniversityFollow
Kent Johnson, Morningside Academy

Document Type

Article

Department or Administrative Unit

Psychology

Publication Date

12-2014

Abstract

This paper focuses on a subset of the practices that have created the powerful learning technology developed and disseminated by Morningside Academy in Seattle, Washington, U.S.A. We briefly describe this technology, known as the Morningside Model of Generative Instruction, and tell how it builds on the selectionist approach of B. F. Skinner and the pragmatic approach of John Dewey. We also describe the critical role Precision Teaching plays at Morningside Academy and its dependence on findings from the science of learning and the science of instruction, including placement of learners, task analysis, content analysis, instructional protocols, and principles of instructional design. Last, we acknowledge the symbiotic relation between effective Direct Instruction programs that teach skills to accuracy levels and Precision Teaching, which takes these accurate repertoires and systematically turns them into high frequency performances that take on the character of fluent repertoires. Over time, using Precision Teaching across multiple and successive repertoires also creates more agile learners.

Comments

This article was originally published Open Access in Acta de Investigación Psicológica. The full-text article from the publisher can be found here.

Spanish Title: Las Ciencias de Aprendizaje, Instrucción y Evaluación como Cimientos de la Instrucción Generativa del Modelo Morningside

Recommended Citation

Street, E. M., & Johnson, K. (2014). The Sciences of Learning, Instruction, and Assessment as Underpinnings of the Morningside Model of Generative Instruction. Acta de Investigación Psicológica, 4(3), 1773–1793. https://doi.org/10.1016/s2007-4719(14)70979-2

Journal

Acta de Investigación Psicológica

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Rights

© UNAM Facultad de Psicología, 2014