autonomous learner model
The Autonomous Learner Model was developed by Dr. George Betts and Ms. Jolene Kercher to give students more power. In fact, Betts and Kercher developed this model with the input of students. The purpose of this model is to take the power to learn away from the teacher as a "dispenser of knowledge" and give that power to the students. ALM attempts to teach students how to discover information on their own. ALM provides students with a variety of skills needed to navigate the increasingly complex world of learning. Through ALM, students will develop responsibility, positive self-esteem, decision-making and problem-solving skills, interpersonal skills, critical and creative thinking skills, and a passion for areas of learning that interest them.
The first component of ALM is Orientation, which encourages the students to reflect on what intelligence is, how their school is helping them use their intelligence through various programs and teaching methods, and how they can play an important role in guiding their future.
After Orientation, students enter the Individual Development stage of the model. During this stage, students gain the tools they need to be independent learners. Teachers facilitate the acquisition of skills needed to obtain knowledge through research and technology, an understanding of university and career goals, and the organizational and productivity strategies necessary to accomplish their goals.
Enrichment can take on many different forms. Whether the students will be exploring new ideas, investigating phenomena, taking part in a cultural activity, doing service work, or taking an adventure trip, students will be pursuing knowledge based in real world experiences.
Seminars in ALM are not taught by professionals or teachers. Instead, students create and oversee seminars that demonstrate the knowledge and ideas they have acquired during the ALM process. Usually, students work in small groups to create these seminars.
The final stage of autonomous learning is the In-Depth Study. This can take the form of an individual or group project, a mentorship, a presentation, or an assessment. This is considered the highest level of autonomous learning. This is the stage in which students synthesize the information, skills, and strategies they have learned to demonstrate what they have learned--largely on their own.
Teachers can choose to complete a full ALM cycle with their class or a specific group of students. Teachers can also choose to focus a lesson on one aspect of ALM. It is adaptable for various uses, however, it is most beneficial with gifted students who usually have the ability to work independently and have the emotional maturity to reflect on themselves as gifted individuals and learners.
The first component of ALM is Orientation, which encourages the students to reflect on what intelligence is, how their school is helping them use their intelligence through various programs and teaching methods, and how they can play an important role in guiding their future.
After Orientation, students enter the Individual Development stage of the model. During this stage, students gain the tools they need to be independent learners. Teachers facilitate the acquisition of skills needed to obtain knowledge through research and technology, an understanding of university and career goals, and the organizational and productivity strategies necessary to accomplish their goals.
Enrichment can take on many different forms. Whether the students will be exploring new ideas, investigating phenomena, taking part in a cultural activity, doing service work, or taking an adventure trip, students will be pursuing knowledge based in real world experiences.
Seminars in ALM are not taught by professionals or teachers. Instead, students create and oversee seminars that demonstrate the knowledge and ideas they have acquired during the ALM process. Usually, students work in small groups to create these seminars.
The final stage of autonomous learning is the In-Depth Study. This can take the form of an individual or group project, a mentorship, a presentation, or an assessment. This is considered the highest level of autonomous learning. This is the stage in which students synthesize the information, skills, and strategies they have learned to demonstrate what they have learned--largely on their own.
Teachers can choose to complete a full ALM cycle with their class or a specific group of students. Teachers can also choose to focus a lesson on one aspect of ALM. It is adaptable for various uses, however, it is most beneficial with gifted students who usually have the ability to work independently and have the emotional maturity to reflect on themselves as gifted individuals and learners.
SAMPLE LESSON
This is a framework created by Dr. George Betts to introduce students to the Autonomous Learner Model by having them explore themselves and their learning styles through an ALM lesson.
RESOURCES
Explaining the Five Dimensions of Autonomous Learning
Overview of ALM, including Strengths and Weaknesses
Buy the ALM book by Dr. Betts
Overview of ALM, including Strengths and Weaknesses
Buy the ALM book by Dr. Betts
references
Betts, G. (n.d.). Autonomous Learner Model for the Gifted and Talented. In New Mexico Association for the Gifted. Retrieved April 18, 2013 from http://nmgifted.org/uploads/2/8/2/3/2823338/autonomous_learner_model.pdf.
Tangient LLC. (2013). Autonomous Learner Model. In EPSY 7250 Tillitski. Retrieved April 20, 2013 from http://epsy7250tillitski.wikispaces.com/Autonomou+Learner+Visual.
Tangient LLC. (2013). Autonomous Learner Model. In EPSY 7250 Tillitski. Retrieved April 20, 2013 from http://epsy7250tillitski.wikispaces.com/Autonomou+Learner+Visual.