Autonomous Learning Model

Autonomous Learning Model

By T. Stanback & J. Scruggs

Poll

Have you heard of ALM before?

• Yes

• No

• I think so...

• Yes and I use it in my classroom

Essential Question:

Why is it important to develop gifted students as autonomous life-long learners?

Multiple Choice

What were the children doing in the video?

• Playing on a computer

• Self-Directed Learning

• Acting unruly

• Collaborating

Background

The autonomous learning model is said to have been developed in 1973 by students at Arvada West High School in Arvada, Colorado in conjunction with developers of the model,George Betts and Jolene Kercher. During the 1970s, traditional methods of instruction were not being seen to yield the desired results. Students had become disengaged in the learning process at Arvada West as well as at other high schools, and Arvada’s principal at the time was spearheading efforts to re-engage its students. Betts’ background was in psychology and counseling while Kercher was a math teacher at the high school. Kercher is described by Betts as  “an outstanding teacher. She was also organized and sequential, and she appealed to successful gifted students.”

​The Autonomous Learning Model for High School Programming, 2003 Betts

Background, cont.

Kercher was selected by Arvada West’s principal to be involved with a project about learning more about the gifted and talented. Instead of Kercher and Betts working autonomously, an entirely new program was developed “that targeted achieving and non-achieving students.” The students were to be a part of the program development and their learning would be facilitated by the teachers as opposed to students just regurgitating what they had been taught. The whole child would be developed moving forward and the child would play a role in their development. Many challenges were experienced in year one, but in year two there were improvements in the assumption of roles. Teachers as facilitators, and students as autonomous learners.

​

​The Autonomous Learning Model for High School Programming, 2003 Betts

Multiple Choice

Who was the ALM developed for?

• Achieving and non-achieving students

• Gifted learners only

• Special Needs Students

• College Students

Basic Structure

The model is composed of 5 dimensions to be completed in the following order with the goal of creating life-long learners. 

​Dimension 1: Orientation

Orientation is when students and parents get a solid understanding of the ALM, are made aware of important definitions of terms and concepts including gifted, intelligence, student, learner, etc., goals of the program including being a life long learner, better awareness of self,and even how to work with others. Students start as students and teachers are providers of information in this stage.

​

​

Dimension 2: Individual Development

In this second dimension, students develop what they need to be successful as lifelong learners. This involves knowing oneself, locating and solving problems, the use of technology, college and career planning, organization skills (daily and long term planning), and ways to dispense knowledge

​

​The Autonomous Learning Model for High School Programming, 2003 Betts

​

​

Dimension 3: Enrichment

This third dimension of enrichment is meant to expose children to content/curriculum they will create themselves. Enrichment requires student involvement in explorations, investigations (learning the process to complete these properly), cultural activities (learning behind the scenes information from cultural events), service (so students have a better understanding of themselves and their connection to others in the world, and adventure trips. Adventure trips give all parties involved (students, parents, and teachers) an opportunity to create a meaningful trip. Adventure trips have three components: planning, participation, and reflection

​

​

​The Autonomous Learning Model for High School Programming, 2003 Betts

​​Dimension 4: Seminars

Seminars are developed by the learners with teachers taking on a facilitator position. The seminars can be in any of the following areas:

1. futuristic 

2. problematic 

3. controversial 

4. general interest 

5. advanced knowledge

The duration of seminars is 30min - 1 hour,, giving students the opportunity to develop their abilities in order to become life learners and work in groups.

Dimension 5: In-Depth Study

In the 5th and final dimension, students may choose to work on their own or in a group, they seek mentors, presentations are made, and children reflect on their journey to the autonomous learner

​

​

​

​

​The Autonomous Learning Model for High School Programming, 2003 Betts

Multiple Select

While the traditional student, teacher roles exist in the orientation dimension, what would student, teacher roles look like by the time the 5th dimension is reached?

• The teacher is the disseminator of knowledge

• The student is the disseminator of knowledge

• The teacher is the facilitator and guide

• The student is the facilitator and guide

​An autonomous learner, by definition, is “one who solves problems or develops new ideas through a combination or divergent and convergent thinking functions with minimal external guidance in selected areas of endeavor.”

​

​~Betts & Kapp. , 1981

​Meeting the needs of Gifted Students

​Meeting Needs, Cont.

We know that we have Intellectually gifted, creatively gifted and talented students that fall under the gifted umbrella. ALM meets their needs by: Allowing for all of these students to be served within the classroom. Since they design their own learning experiences, their unique needs can be met. Allows for more GT students and “high-achieving” students to be served.

​

Gifted students are the best candidates for this model because they usually have the ability to work independently and have the emotional maturity to reflect on themselves as gifted individuals and learners.​

​

Definitions of the Gifted as Autonomous Learners​

Multiple Choice

Why might it be easier to incorporate the model for gifted students?

• Gifted students are good at setting their own goals

• Gifted learners are more independent

• Gifted students are more self-directed

• All of the above

​Special Significance

• Gifted learners that are strong in one subject over the other intellectually.

• Gifted students who are passionate about certain areas of learning that interest them.

• Twice - exceptional students will thrive under the ALM​

• Engaged, motivated gifted learners can benefit from ALM

​

http://​self-directed.org/resources/schools

Many schools across the US incorporate all or parts of ALM.

​Evidence of Usage

Thanks for your time!

​

Jennifer and Tina​

Questions/Comments