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The Autonomous Learning Model by Betts and Kercher

The Autonomous Learning Model by Betts and Kercher. The key to meeting the diversified needs of the gifted and talented PowerPoint by: Betsy Snow. Developed by George Betts and Jolene Kercher- 1981. Developed at Arvada West High School in Arvada, Colorado

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The Autonomous Learning Model by Betts and Kercher

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  1. The Autonomous Learning Modelby Betts and Kercher The key to meeting the diversified needs of the gifted and talented PowerPoint by: Betsy Snow

  2. Developed by George Betts and Jolene Kercher- 1981 • Developed at Arvada West High School in Arvada, Colorado • Targeted achieving and non-achieving students • Program developed with the students, not for them • Teachers became the facilitators of learning, not dispensers of knowledge

  3. Demonstrate responsibility for self-learning Develop positive self-esteem Increase knowledge in a variety of areas Develop decision-making, and problem-solving skills Develop skills to interact effectively with peers, siblings, parents, and other adults Develop critical and creative thinking skills Develop passion area(s) of learning Ultimately become responsible, creative, independent, life-long learners ALMGoals for Students

  4. Autonomous Learner ModelFive Major Dimensions • Dimension One: Orientation • Dimension Two: Individual Development • Dimension Three: Enrichment • Dimension Four: Seminars • Dimension Five: In-depth Study

  5. Orientation Crucial to development of the autonomous learner Contains four areas: • Understanding giftedness, talent, intelligence, and creativity • Group building activities • Self-personal development • Program and school opportunities and responsibilities

  6. Individual Development • Designed to give students skills, concepts, and attitudes necessary to become life-long learners • Six Specific Areas: • Inter/Intra Personal- self-concept • Learning Skills- autonomous learning • Technology- added as major area in 1996 • College and Career Involvement • Organizational skills • Productivity- develop oral, written, kinesthetic products

  7. Enrichment • To teach learners to develop their own content, processes, and products • Five specific areas: • Explorations- new ideas to pursue • Investigations- independent inquiry • Cultural Activities- go behind the scenes to meet people in plays, recitals, museums • Service- activities such as meals for shut-ins • Adventure Trips- preplanning, participating, assessment of experience

  8. Seminars • Developed by learners, facilitated by teachers • Consists of selection of topic, development of seminar, and assessment • Focus of Seminars: • Futuristic • Problematic • Controversial • General Interest • Advanced Knowledge * Students demonstrate ability to work in small groups.

  9. In-Depth Study • Individual or group projects- most elect to work alone • Mentorships- Learners find the mentors! • Presentations- short presentations and final presentation at conclusion of study • Assessment- of learner, the process, and the product *Considered highest level of autonomous learning

  10. Concepts and Ideas • ALM is a major component of G/T education at the high school level. • Curriculum developed by learners allows for the highest level of learning. • Learners share responsibility with educators for developing their personal educational plans.

  11. Life-Long Learners and ALM A life-long learner seeks truth, friendship, knowledge, and wisdom. He accepts himself and others and strives to make the world a better place. The journey is the key to new discoveries every day and is never-ending.

  12. About George Betts and Jolene Kercher • Kercher was a highly successful mathematics teacher of gifted students at Arvada West High school and collaborated with Betts to create ALM. • Betts is a Professor of Special Education in the area of GT at the University of Northern Colorado, internationally acclaimed speaker and consultant, and winner of numerous NAGC awards.

  13. Resources • Betts, George. (2003, Fall/Winter). The Autonomous Learning Model for High School Programming [Electronic version]. Gifted Education Communicator, 38-40. • Department of Education and Training (n.d.). Gifted and Talented Education- Autonomous Learner Model. Retrieved June 3, 2008, from http://det.wa.go.au/education/gifttal/provision_provgeor.htm • Uresti, Ronda, Goertz, Jeanie, Bernal, Ernesto M. (2002). Maximizing Achievement for Potentially Gifted and Talented and Regular Minority Students in a Primary Classroom [Electronic Version]. Roeper Review, 25. Retrieved June 3, 2008 from http://projects.cbe.ab.ca/sss/elscomminity/readingroom/pat.rtf

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