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The Autonomous Learner Model

The Autonomous Learner Model. Angie Fears 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

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The Autonomous Learner Model

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  1. The Autonomous Learner Model Angie Fears EDU 544 May 8, 2011

  2. 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

  3. 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

  4. 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)

  5. 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

  6. 5 Dimensions of the ALM

  7. 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

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

  9. 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: • Don’t be afraid to fall in love with something and pursue it with intensity and depth. • Know, understand, take pride in, practice, develop, use, exploit, and enjoy your greatest strengths. • 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)

  10. 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

  11. 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)

  12. 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.

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