Adventures
in autonomous learning
What is an autonomous learner?
“an individual who is empowered by the ability to take
charge of one’s own learning” (Holec, 1981)
What tools do our students need
on their journey to become
independent, responsible citizens
and lifelong learners ?
We now accept the fact that learning is a lifelong
process of keeping abreast of change. And the most
pressing task is to teach people how to learn.
Peter Drucker
The Three Levels of Learning
Beyond Level One
O Starting Point
O Teacher as Facilitator
O Performance Based Assessments
O Kaplan’s Depth & Complexity
O Pre Assessment Matters!
O Curriculum Compacting
The Issue of
Underachievement
Reversing the Trend
Increasing Learner Autonomy
The Autonomous Learner
Model (ALM) for the Gifted and
Talented was developed
specifically to meet the
diversified cognitive,
emotional, and social needs of
learners. The model is
currently implemented at all
grade levels with the gifted
and talented, as well as all
learners in the regular
classroom. Emphasis is placed
on meeting the individualized
needs of learners through the
use of activities in the five
major Dimensions of the
Model.
ALM at sALeM
O ALM is a program model
O Salem Quest is an application of ALM
O Student/teacher responsibilities in ALM
O Activities woven seamlessly in core classes
O Opportunities for Service Learning
O Expansion of master classes to all students
O 9th grade student orientation to the model
O Addition of Mentor Seminar for 10th/11th
O Action Plans for Underachievers
Salem Quest Learner
Outcomes
 Comprehend abilities in relation to self and
society
 Develop more positive self esteem and selfconcept
 Develop critical and creative thinking skills
 Develop decision making and problem solving
skills
 Discover individual passion areas of learning
 Develop skills to interact with peers, siblings,
parents, and other adults
Service Learning
Academics + Service
+ Reflection
• Experiences are part of
the curriculum
• Students view
themselves as learning
partners with the
community
• Experiences are
relevant and
personally meaningful
for students
Biology
Chemistry
AP Environmental
Science
Grade 9 Focus
O English class
O Felder’s Index-Learning Profile
O Multiple Intelligences
Survey
Action Plans for
Underachievers
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Students take the “School Game” survey
Feedback from teachers
Students analyze survey results
Students work with GRT on action plan
Parents as Partners
Student accountability
Student log
Expanded Master Classes
Mentor Seminar
Student Interest
Teacher Facilitates
Student Proposal
Preparation for Field
Experience
• Communication skills
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Stay Tuned-Professional
Development
Compass Keepers sessions:
 Using Learner Profile Data to Differentiate Lessons
 Strategies that Support Team Building
TAZ U Classes:
 Characteristics of Gifted Learners
 Profiles in Underachievement
 Visual Journaling and Learner Reflection