The Autonomous Learner Model

Angie Fears

Edited by Ron Whited

EDU 544

May 8, 2011

Presentation Overview

• Origins of the ALM • Autonomous Learner Defined • Goals of the ALM • Overview of the ALM • From the First to the Fifth Dimension • Two Important Distinctions in Terminology • Activities for Transforming Student to Learner • Torrance’s Teachings • Applications of the ALM • Last Thoughts About the Life-Long Learner • Bibliography

Where did the ALM come from? • 1973, Arvada West High School, Arvada, Colorado

• George Betts – background in psychology & counseling

• Jolene Kercher – mathematics teacher

• New project that targeted achieving and non-achieving gifted students

• Instructed to:

• modify the system, not the students

• develop the program with the students, not for them

• be facilitators of learning and not dispensers of knowledge

• First publication of the Autonomous Learner Model in 1981 by Betts and Knapp

• Evaluated and revised in 1996 to better meet diversified needs

• Based on consultation with national leaders, reviews of pertinent literature, the training of teachers, and the experiences of learners, teachers, administrators, and parents who worked together to build a new approach that would meet the diversified needs of learners.

George Betts

What is an autonomous learner?

“…one who solves problems or develops new ideas through a combination of divergent and convergent thinking and functions with minimal external guidance in selected areas of endeavor.”

(Betts and Knapp, 1981)

Definition of terms;

• Giftedness- Gifted and talented children are those identified by professionally qualified people, who by virtue of outstanding abilities, are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society.

• Intelligence- intellectually gifted students who have abilities superior to other children in the school systems. They are recognized as having a storehouse of knowledge. Curiosity and large variety of interests are supported by these learners capacity for processing information. Intelligence is measured by IQ testing.

Definition of terms continued;

• Creativity- The creatively gifted have creative, out of the box thinking abilities which are superior to other children in the school system. Their acute senses of humor and slight tolerance for boredom are amplified by their spontaneity and expressive demeanor. Often unable to stay on task and often are not teacher pleasers.

• Talent- the talented have developed one specific are in which they excel. Their ability is focused on that one area and is not as global as the learner with intellectual and creative abilities. The talented learner possesses a very strong drive or motivation to devour everything about the area of interest. A lifelong passion.

What are the goals of the ALM?

• To have students become independent, creative, responsible learners

• To help students develop a positive self-concept and social skills

• To increase students’ knowledge base, independence, and ability to make decisions and find creative solutions to problems

DIMENSION ONE:

ORIENTATION

AREA 1: Understanding Giftedness, Talent, Intelligence, & Creativity -Learners, teachers, administrators, & parents develop foundation of concepts

-Theories & definitions followed by discussion & activities

AREA 2: Group Building Activities -Group process, group roles, group strategies to foster ability to work together -Learn group-dynamic skills & how to facilitate positive, nurturing environment

AREA 3: Self/Personal Development -Explore & answer questions that increase understanding of self

-Addresses self-concept, self-esteem, understanding of gifts/talents/weaknesses, how to develop abilities, etc.

AREA 4: Program & School Opportunities & Responsibilities -Learn & discuss ALM

-Comprehend difference between student & learner; teacher & facilitator -Explore ways to be involved in the school and community

DIMENSION TWO:

INDIVIDUAL DEVELOPMENT

AREA 1: Inter/Intra Personal -Extension of Self/Personal Development from ORIENTATION

-On-going pursuit of the development of self-concept, self-esteem, & skills to interact effectively with others

AREA 2: Learning Skills -Study skills that are more individualized; academic skills that are content specific

-Bloom’s Taxonomy used as basis for teaching thinking skills -Critical & creative thinking, problem-finding & problem-solving also included

AREA 3: Technology -Gather information through use of computers, internet, CD Rom, etc. -Emphasis on each learner’s ability to synthesize that information with

experience & previous knowledge

AREA 4: College and Career Involvement -Complete post-high school and career-planning questionnaires

-Gain information about colleges, explore career options -Practice interviews; complete applications & resumes

AREA 5: Organizational Skills -Learn different methods of organization & develop approach for themselves

-Life management as well as day-to-day organization -Daily, monthly, & yearly Life-Management Wheels facilitate self-understanding

DIMENSION THREE:

ENRICHMENT

AREA 1: Explorations -Short-term and on-going

-Goal is to find out what is out there -Find new & unique knowledge using a variety of methods

AREA 2: Investigations -Follow successful completion of several explorations

-Steps & skills necessary for independent inquiry are directly taught -Must design, implement, complete, & present project with a mini-product

AREA 3: Cultural Activities -Learners go beyond the scenes to learn more than they normally would at a museum, play, dance recital, etc. by coming prepared with questions and

meeting the people involved before or after the activity

AREA 4: Service -Activities provide opportunities to understand self & relationship with others

-Learn about humanitarianism & its impact on society -Essential and non-negotiable

AREA 5: Adventure Trips --Purpose is for learners, interested parents, & teachers to work together to

plan a meaningful trip (day, week, or longer) -3 components: preplanning, trip participation, & assessment of experience

DIMENSION FOUR

SEMINARS

Designed for students to demonstrate their ability to be learners & to work together in small groups

-Students are now operating in the role of learners

-Teachers are now facilitators of the learning process

Seminars consist of: -Selection of a topic of importance to the learner

-Development of the basic seminar (2 weeks to do) -Presentation of the seminar (may take 30 minutes to an hour)

-Assessment of the seminar by learner, teacher, & other class members

Seminars focus on the following areas: 1. Futuristic

2. Problematic 3. Controversial

4. General interest 5. Advanced knowledge

DIMENSION FIVE

IN-DEPTH STUDY

Component 1: Individual or Group Projects -Students now possess skills, concepts, & attitudes necessary

to function as true learners; teacher is facilitator of learning process -Most students elect to work alone; groups should be no larger than 3 learners -Students have successfully completed Explorations, Investigations, & Seminars

Component 2: Mentorships -Whenever possible, learners are encouraged to work with mentors

-Learners at high school level seek their own mentors because they are now functioning as autonomous learners.

Component 3: Presentations -Presentations of In-Depth Studies are essential

-Short presentations are given throughout grading period -Final presentation is made at conclusion of the study

-which may last 2-months to 2 years)

Component 4: Assessment Autonomous=able to plan a project, participate in the project,

complete the project, & assess the project -Assessment of the learner, the process, & the product are integral to ALM

The ALM makes two important distinctions in terminology:

• Student vs. Learner

Students rely on teachers to tell them what they need to know

Learners pursue their passions by seeking knowledge and developing their skills

• Teacher vs. Facilitator

Teachers dispense knowledge

Facilitators support & encourage the learning process

There are three 3 essential levels of learner differentiated curriculum within the ALM. These activities help transform students into learners.

Explorations Investigations In-Depth Study

Student based Student/learner based Learner based

Diverse possibilities Diverse possibilities In-Depth possibilities

Short term Longer term Long term

Information gathering;

Learning evident (knowledge

& comprehension)

Passion discovery Passion development

Multiple means of reporting Multiple means of reporting Presentation & assessment of learner and product

Emphasis on content Emphasis on content & process

Emphasis on content, process, & product

DIMENSION THREE: ENRICHMENT

DIMENSION THREE: ENRICHMENT

DIMENSION FIVE:

IN-DEPTH STUDY

Teachings of Dr. E. Paul Torrance (1983) have been incorporated into the ALM to help students move in the direction of becoming life-long learners. They include:

1. Don’t be afraid to fall in love with something and pursue it with intensity and depth.

2. Know, understand, take pride in, practice, develop, use, exploit, and enjoy your greatest strengths.

3. Learn to free yourself from the expectations of others and to walk away from the games that others try to impose upon you. Free yourself to “play your own game in such a way that you make good use of your gifts. Search out and cultivate great teachers or mentors who will help you accomplish these things” (p. 78)

Where and when can the ALM be used?

• Originally developed for high school gifted students

• Then modified for middle school gifted students

• Now can be used with students as young as kindergarten

• Betts and Carey propose an RtI & ALM Curriculum that:

– Includes the Intellectual, Emotional, & Social domains of the learner

– Develops the strengths and abilities of the individual

– Includes all Five Dimensions of the ALM

– Includes areas within all Five Dimensions of the ALM

– Includes Content + Process + Product = Learning Experience

– Includes Universal, Targeted, & Intensive Levels according to RtI

– Aims toward the goal of developing each student as an autonomous learner

So, what do we know about life-long learners?

“A life-long learner is one

who loves the moment,

seeks truth, friendship,

knowledge and wisdom.

This person accepts self and others,

and realizes the chance to make this a better world.

A lifelong learner discovers new paths

for growth, joy,

knowledge and friendship.

the journey begins today…”

(Betts 2003)

Bibliography

• Betts, George T. “The Autonomous Learning Model for High School Programming. Gifted Education Communicator, Fall/Winter 2003.

• Betts, George T. “The Autonomous Learner Model for the Gifted and Talented” presented by George T. Betts, www.muw.edu/ccl/presentations/TheAutonomousLearnerModelforGifted_files/frame.htm.

• Betts, G. and Neihart, M. “Profiles of the gifted and talented.” Gifted Child Quarterly, 1988.

• Carey, Robin and Betts, George. A Complete Approach for the Gifted: Response to Intervention (RTI) and the Autonomous Learner Model (ALM). www.alspublishing.com.

• Clark, Barbara (2008) Growing Up Gifted -7th Edition. Pearson Prentice Hall, pp. 424-426, 438, 443.

• DeLisle, James R. (2006) Once Upon a Mind: The Stories and Scholars of Gifted Child Education, Wadsworth, pp. 232-235.