Models Application
Project
ALM at sALeM
Salem Quest: Adventures in Autonomous Learning
Cindy Kube
University of Virginia: EDLF 5500
3/10/2012
INTRODUCTION
Autonomous learning is essential for students to be successful in high school.
Characteristics of autonomous learners include persistence, curiosity, resourcefulness, initiative,
and flexibility. Learners develop autonomy by being in an environment that supports these
characteristics. Too often, gifted learners find themselves in classrooms that are highly
structured by teachers, offering them few, if any, opportunities to take responsibility for their
own learning. The prescribed curriculum, based on traditional state and local standards, is not
differentiated and follows a “one-size-fits-all” approach to teaching. While this curriculum may
be exciting and challenging for students, it is teacher directed and may not address the social and
emotional needs of gifted learners. Educators can guide their students on their journey to become
independent, responsible citizens and lifelong leaners by developing programs that provide
learners with opportunities to adapt and adjust to change, through active learning and personal
reflection.
Henri Holec first used the term “autonomous learner” in 1981 to describe an individual
who is empowered by the ability to take charge of one’s own learning. The Autonomous Learner
Model (ALM), developed by George Betts and Jolene Kercher in 1981 and modified in 1996,
places increasing responsibility for learning on the student and requires the teacher to act as a
facilitator of that learning. For gifted students, the ALM provides a flexible yet structured
approach to meeting the individualized needs of learners.
GUIDING PRINCIPLES OF TEACHING AND LEARNING
Gifted students represent a diverse population of learners. To meet these learners’ needs,
best practices in learning environments must guide students from the acquisition of knowledge,
through meaning making, and ultimately, to the highest level of engagement in transfer- the
application of knowledge, skills, and attitudes in different contexts and real-world scenarios.
Betts proposed that gifted curriculum requires three level of learning: Prescribed Curriculum,
Teacher Differentiated Curriculum, and Learner Differentiated Curriculum. A visual
representation of this hierarchy supports the Autonomous Learner Model for gifted learners:
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Learner
Differentiated
Curriculum
(Level Three)




In Depth Study
Explorations
Mentorships
Seminars
Joyce Van Tassel-Baska
Teacher as facilitator
Teacher Differentiated Curriculum










(Level Two)
Sandra Kaplan
Depth & Complexity
Content+Process+Product
Performance Based Assessments
Teacher Developed,
Learner Implemented
PreAssessment
Renzulli
Curriculum Compacting
Prescribed Curriculum
(Level One)
Standards based
Textbooks, worksheets
Lectures, notes, graphic organizers
Review, quizzes, tests
OVERVIEW OF ALM
Programming through ALM is delivered through activities in five Dimensions, each
with a guiding focus.
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Dimension One: Orientation-the learner discovers what it means to be gifted and identifies with
gifted models
Dimension Two: Individual Development-the learner develops cognitive, social, and emotional
abilities
Dimension Three: Enrichment-learners explore concepts and subjects with rigor, relevance, and
service
Dimension Four: Seminar-groups of learners research topics and present findings to
stakeholders
Dimension Five: Independent Study- directed by the learner from proposal to process to product,
with documentation and personal evaluation
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APPLICATION OF THE MODEL AT SALEM HIGH SCHOOL
One of the most misunderstood issues in gifted education today is underachievement.
“Gifted underachiever” is a paradoxical label, such an apparent contradiction of terms. By
definition, being gifted means to “perform or show the potential for performing at remarkably
high levels of achievement, when compared with others of similar age, experience, or
environment” (Marland, 1993). Defining underachievement relies upon observing or measuring
a discrepancy between the measure of a student’s ability and their actual performance.
Regardless of the criteria used, which may include measures of intelligence, test scores, teacher
observations, and report card grades, it is the discrepancy between a measure of potential and
actual productivity that is part of all definitions of underachievement by such prominent
researchers in the field as Baum, Renzulli, and Rimm (Davis, Rimm, & Siegle, 2011). In a small
study conducted by Emerick in 1992, (Reis, 2011), all participants stated that they were most
likely to develop achievement-oriented behaviors when they were
stimulated in class and given the opportunity to pursue topics of interest to them.
By applying the Autonomous Learner Model at Salem High School, we would address
the pervasive issue of underachievement. As a school with an academy for the visual and
performing arts, underachievers in this program struggle in their core classes as they strive to
discover how to apply their passion for the arts across disciplines, or as they immerse themselves
in the arts to the exclusion of other learning. For non-academy students, the incidence of
underachievement among gifted learners can be attributed in part to disengagement from teacher
directed learning in the classroom. Additionally, students have a weak understanding of their
own learning style and limited opportunities for self -reflection. The flexibility that ALM offers
can reverse underachievement and inspire students to be lifelong learners. A review of first- and
second-quarter academic data for gifted students shows the problem of underachievement in our
school:
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Gifted Population by
Underachievement
Grade
Q1 (# students)
%
At Risk
Underachievement
Q2 (# students)
%
At Risk
9
78
10
13
12
15
10
81
11
14
20
24
11
60
8
13
14
23
12
90
17
18
21
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SALEM QUEST
The application of ALM at Salem, through an initiative titled Salem Quest, will inform
our work with all students, while targeting gifted underachievers. The standards for desirable
student outcomes of involvement in Salem Quest are:
 Comprehend abilities in relation to self and society.
 Develop more positive self-concept and self-esteem.
 Develop skills to interact with peers, siblings, parents, and other adults.
 Increase knowledge in a variety of areas.
 Develop critical and creative thinking skills.
 Develop decision-making and problem-solving skills.
 Discover and develop individual passion area(s) of learning.
 Ultimately become responsible, creative, independent, lifelong learners.
The key components of Salem Quest are aligned with the five dimensions of ALM, and
are correlated with VBCPS gifted benchmarks and Compass 2015 strategic objectives.
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I.
Dimension One-Orientation
 All entering ninth grade students will complete multiple intelligences survey and
learning style profile using the Felder’s Index. (through English cluster)
 Staff development will be offered in the first quarter of each school year on the
use of strategies that promote team building and group dynamics.
 Staff development will be offered on the characteristics of gifted learners.
 Staff development will be offered to cluster teachers on the characteristics of
underachievers using “Underachiever Profiles” (Heacox, 1991).
 Staff presentation on the Autonomous Learner Model, with emphasis on teacher
as facilitator.
II.
Dimension Two-Individual Development
 concept of visual journaling presented to cluster teachers
 collaboration between GRT and cluster teachers on incorporating self-reflection
in lessons
 after school master classes/job shadowing, modeled after academy master classes,
offered to gifted and high achieving students on organizational skills,
inter/intrapersonal skills, and learner responsibility.
 Implement action plans for underachievers (Heacox, 1991)
III.
Dimension Three-Enrichment
 Staff development on Service Learning
 Incorporation of service learning projects with an environmental theme in cluster
biology, chemistry, and AP environmental science.
 After-school master class offerings broadened to include integration of arts
concepts with core disciplines (examples: nature journaling, scientific
illustrating, the physics of dance, math and music)
IV.
Dimension Four-Seminars
 Increase enrollment in ThinkTank and SPARKS seminars
 Add a “Mentor Seminar” for interested 10th/11th graders (Reilly, p.33):
In this course, prepare to learn at an advanced level with a
professional in a field of interest to you. With the
instructor, each student will formulate a personalized
educational plan for further investigation of the student’s
interest area.
Classroom instruction is designed to
improve the student’s communication and independent
learning skills, to assist them in in-depth learning, and to
help them develop a focus and readiness to continue their
learning with a mentor.
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 Develop list of community members to use as a resource for roundtable
seminars on a variety of topics. Make the list available to teachers.
V.
Dimension Five – In-Depth Study
 Mentorship seminar syllabus (Reilly, pp. 73-75)
 Mentorship field experience (Reilly, p. 33), grades 11/12
This program is designed for juniors and seniors who have
advanced knowledge in a particular field of study and
would like to work with a professional, a mentor in that
field.
In her book, Breaking free from the myths about teaching and learning, Allison Zmuda
suggests that 21st century learning environments must be redesigned with student’s best interests
in mind. Learning should be engaging, and students should become intrinsically motivated. The
autonomous learner model provides a flexible framework for student success and an opportunity
for disengaged and underachieving gifted learners to “reawaken their minds and voices to
profound questions, big ideas, innovative approaches, and creative expressions (Zmuda, p. 15).
The goal of ALM at Salem would be for all gifted students to be involved in the first three
dimensions of the ALM over a one year period, with participation extended to all five
dimensions by the end of their senior year. Orientation to the program is critical-administrators,
teachers, guidance counselors, and parents must understand their individual and shared
responsibilities for implementing ALM at Salem. There are significant components of the ALM
that are required of learners in the program. These “non-negotiables” include self-reflection,
documentation of the journey to becoming an autonomous learner, and service to others.
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Works Cited
Heacox, Diane, and Pamela Espeland. Up from underachievement: how teachers, students, and
parents can work together to promote student success. Minneapolis, MN: Free Spirit
Pub., 1991. Print.
Reilly, Jill M.. Mentorship: the essential guide for schools and business. Dayton, Ohio: Ohio
Psychology Press, 1992. Print.
Renzulli, Joseph S.. "The Autonomous Learner Model." Systems & models for developing
programs for the gifted & talented. [2nd ed. Mansfield Center, CT: Creative Learning
Press, 2009. 59-103. Print.
Zmuda, Allison. Breaking free from myths about teaching and learning innovation as an engine
for student success. Alexandria, Va.: ASCD, 2010. Print.
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