Abstract

STREET, Elizabeth M.  and  JOHNSON, Kent. The Sciences of Learning, Instruction, and Assessment as Underpinnings of the Morningside Model of Generative Instruction. Acta de investigación psicol [online]. 2014, vol.4, n.3, pp.1772-1792. ISSN 2007-4719.

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.

Keywords : Assessment; Direct Instruction; Instruction; Learning; Precision Teaching.

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