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| Applications and Extensions of the Morningside Model of Generative Instruction |
| Monday, May 29, 2023 |
| 8:00 AM–9:50 AM |
| Convention Center 403/404 |
| Area: EDC/OBM; Domain: Translational |
| Chair: Kent Johnson (Morningside Academy) |
| Discussant: Kent Johnson (Morningside Academy) |
| CE Instructor: Kent Johnson, Ph.D. |
| Abstract: The Morningside Model of Generative Instruction (MMGI) delineates evidence-based teaching, practice, measurement and assessment procedures, and sound instructional design practices to produce superior learner performance. This symposium will focus on several aspects of the model. First, Guy Bruce will describe an organizational performance engineering system to evaluate and alter instruction based upon frequent measurement of learner performance. The system changes how providers work together so that every student makes efficient progress.
Second, Andrew Kieta will describe recent extensions of Morningside’s procedures and to make it more likely that learners will apply what they have been taught in novel, real-world circumstances. These extensions also justify new generalization concepts. Third, Adam Hockman will illustrate how he uses Morningside’s assessment, measurement, and instructional design procedures to sharpen and extend advanced concert musicians’ performances. Finally, Kelsia King will describe a video conferencing process for implementing Morningside procedures to teach math in elementary schools in South Africa. |
| Instruction Level: Intermediate |
| Target Audience: Professionals interested in behavioral education, direct instruction, Precision teaching/frequency building, special education, general education, and decision making. Audience should have a basic understanding of applied behavior analysis as applied to academic learning behavior. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to:
1. List and describe the four EARS repertoires for pragmatic decision making,
2. Define simple generative responding and describe procedures for teaching students how to engage in simple generative responding, and
3. Describe how to use the Standard Celeration Chart as a measurement and decision making tool for music performances. |
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| Evaluate Student Progress: A Pragmatic Approach |
| (Theory) |
| GUY S. BRUCE (Appealing Solutions, LLC) |
| Abstract: A pragmatic school uses it EARS to Evaluate student progress using frequent, accurate, sensitive measures, and when a student is not making efficient progress towards mastery of the knowledge and skills necessary for a successful life, Analyzes teacher performance problems, using direct measures to identify the causes of can-do, know-how, and want-problems, Recommends changes in teacher resources, training, and management, and Solves teacher performance problems by designing and implementing recommended solutions. EARS is an organizational performance engineering process that changes how providers work together so that every student makes efficient progress.
A school that does not evaluate each student’s progress using frequent, accurate sensitive measures of student behavior change and make changes in teacher resources, training, and management when a student is not making efficient progress, will be unable to ensure that every student makes efficient progress.
This talk will address the following questions: Why are frequent, accurate, sensitive measures of student progress necessary to ensure that every student makes efficient progress? How do these measures differ from the usual measures that schools collect to evaluate student progress? Why does a pragmatic school need to evaluate the efficiency of student progress? |
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| Promoting Real-World Application After Instruction: Structured Forms, Cognitive Strategy Instruction, Think-Alouds, and Delayed Prompting |
| (Theory) |
| ANDREW ROBERT KIETA (Morningside Academy), Kent Johnson (Morningside Academy) |
| Abstract: Effective people engage in behaviors they were previously taught under a vastly wider variety of contexts than those presented in classrooms. We call applying the same behavior we were taught in a new context simple generative responding. To promote simple generative responding, most teachers provide suggestions or wisdom to students about applying the behaviors elsewhere. Some learners need only a few models to successfully apply the skills that they have been taught. However, a fully functional analysis must include more than hope for application. Even if they performed well during instruction, many learners require explicit instruction in knowing how, when, and why to apply their instructed skills. At Morningside Academy we have developed a Generative Instruction model for teaching learners to engage in application as well as novel behavior. Success in simple generative responding begins with designing progressions of “structured forms” that gradually approximate real-life events, and implementing two procedures to facilitate application: Cognitive Strategy Instruction with teacher think alouds to broaden the context in which a skill is initially taught, and delayed prompting to guide application of the skill in new contexts. |
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| Generative Practice Strategies for Advanced Concert Musicians |
| (Service Delivery) |
| ADAM HOCKMAN (MGH Institute of Health Professions & ABA Technologies) |
| Abstract: Experienced musicians often have limited practice skill and strategy repertoires. Many rely on trial and error and advice from teachers. When those methods don’t work, it’s easy for students to get stuck and frustrated. This session presents the work from a practice and performance analytics course taught at the Heifetz International Music Institute. The course combined elements of the Morningside Model of Generative Instruction (MMGI) to close skill gaps, boost confidence, and achieve generative outcomes with aspiring concert musicians ages 8–30. By using component-composite analysis, explicit instruction, frequency building, and application exercises, musicians learned to identify and analyze performance problems, select and implement interventions, and measure the outcomes of their efforts. Performance data and work samples demonstrate the efficacy of teaching students to master their own practice and performance journeys. |
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Adding to a Maths Program: Charles Duna Primary School, Gqeberha, South Africa and Partnerships for Educational Excellence and Research (PEER) International |
| (Service Delivery) |
| KELSIA LAUREN KING (Jumpstart Autism Center), Nombuelo Sume (Charles Duna Primary School), Jarren Gangiah (Charles Duna Primary School), Joanne K. Robbins (Morningside Academy & PEER International), Leah Herzog (Morningside Academy / PEER International) |
| Abstract: In collaboration with educators in the Eastern Cape townships of South Africa since 2004, PEER International (Partnerships for Educational Excellence and Research) has shared the Morningside Model of Generative Instruction. Professional development and coaching sessions were held in Gqebehra (formerly Port Elizabeth) utilizing a train-the-trainer model. Shifting from a focus on literacy to numeracy, video conferencing was employed during the pandemic with educators at Charles Duna Primary School and educators in the U.S. The effort blended the South African curricula from Maths Rainbow, Singapore Math and Spring Math, and analyzed objectives from a component - composite approach. The initial 2022 inquiry from the faculty of Charles Duna was to find a maths related resource similar to Headsprout, the reading program provided to PEER schools who had computers and internet access. Math Playground was made available, however, it is not a programmed sequence and more explicit instruction was needed. Diagnostic assessments, administered in isiXhosa, had to be translated to inform the video conferencing sessions. Unlike the United States, standardized testing and curriculum-based assessments are not readily available. The pilot program presented here will be implemented in the 2023 school year in maths instruction from Grade R (Reception) through Grade 7. |
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