Gifted services of Hamilton City Schools are implemented with a parallel curriculum plan aligned with the Autonomous Learner Model. This model guides our students to capitalize on their abilities as independent learners and positive leaders.
An Autonomous Learner; by definition is “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)
George Betts and Jolene Kercher devised The Autonomous Learner Model (ALM) to promote self-directed learning in gifted and talented students. The major goal of the model is to facilitate the growth of students as independent, self-directed learners, with the development of skills, concepts and positive attitudes within the cognitive, emotional and social domains.
The model is designed to move students toward the role of learners, controlling the learning process, with teachers adopting the roles of facilitator. With a flexible approach the model can be used (with all learners and across all phases of phases of development), in both large and small settings, as an individual course or in specific or cross curricula learning areas.
The ALM advocates the development of students’ passion learning-where the child engages in in-depth learning rather than merely covering the breadth of a topic. A key focus of the program is lifelong learning, with emphasis placed on meeting the individualized needs of learners through the use of activities in the 5 major dimensions of the model.
The model consists of five major dimensions:
Orientation-understanding giftedness, group building activities, self/personal development.
Individual Development- inter/intra personal understanding, learning skills, use of technology, university/career awareness, organizational and productivity skills.
Enrichment- courses, explorations, investigations, cultural activities, community services, excursions
Seminars- small group presentations of futuristic, problematic, controversial, general interests or advanced knowledge topics.
In-Depth Study- individual projects, group projects, mentorship’s, presentations, assessments of self and others.
The Autonomous Learner Model
Dimension One: Orientation
The Orientation Dimension of the Autonomous Learner Model provides learners, teachers, administrators, and parents with the opportunity to develop a foundation of the concepts of giftedness, talent, intelligence, creativity, and the development of potential. Learners discover more about themselves, their abilities, and what the ALM has to offer. Activities are presented to give learners an opportunity to work together as a group, to learn more about group process and interaction, and to learn more about the other people in the program.
Dimension Two: Individual Development
The Individual Development Dimension of the model provides learners with the opportunity to develop the cognitive, emotional, social and physical skills, concepts, and attitudes necessary for life-long learning. In other words, learners become autonomous in their learning.
Areas within the dimension include opportunities for the inter/intrapersonal development of the learners, the appropriate learning skills for life-long learning, and the area of technology. The learners also participate in college and career involvement, the development of organizational skills and the importance of productivity skills, which are used when information is presented in a variety of ways.
Dimension Three: Enrichment
The Enrichment Dimension of the Autonomous Learner Model is developed to provide learners with opportunities to explore content and curriculum that is usually not part of the prescribed school curriculum. The highest level of learning is manifested when learners have the freedom to select and to pursue content or curriculum in their own style. Curriculum differentiation by the learners begins with Explorations, where the goal is to “find out” what is out there. Become an explorer yourself and find new and unique knowledge in a variety of methods. The second type of learner differentiation is Investigations. These are more in-depth than Explorations and require the learners to design, implement, complete, and present a project with a mini-product.
Learners are also involved in Cultural Activities that are designed so that they are involved in cultural events in the community. Service activities are essential and are non-negotiable. The humanitarian spirit is incorporated into the ALM. Through participation in Service activities, the majority of the learners want to make this a better world.
Dimension Four: Seminars
The Seminar Dimension of the model is designed to give learners in groups of three to five opportunities to research a topic, present it as a seminar to the rest of the class and other interested people, and to assess it by criteria selected and developed by the learners. A seminar is essential because it provides learners the chance to move from the role of student to the role of learner. If students are to truly become learners, they must have the opportunity to experience guided independent group learning, by experiencing learning in a structure that promotes the development of new knowledge.
Dimension Five: In-depth Studies
The In-depth Study Dimension of the Autonomous Learner Model empowers learners to pursue long- term in-depth studies in their passion areas. Learners determine what will be learned, how it will be learned, how it will be presented, and what facilitation will be necessary by the teacher and mentor. These plans are then implemented and completed by the learners with presentations being made at appropriate times until the completion of the project. Final presentations and assessments are given to all who are involved and interested.
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