Autonomous Learner Model

Synopsis

The Autonomous Learner Model was developed by George Betts and Jolene Kercher in response to students who need an alternative learning environment. This model's main goal is to help students become independent and self-directed in learning. Teachers are facilitators or guides, while students are in charge of the learning. There are five dimensions in this model: Orientation, Individual Development, Enrichment Activities, Seminars, and In-Depth Study. These dimensions are designed to help gifted students understand themselves and investigate areas of interest at a deep level. The model promotes Carl Rogers' theory of unconditional positive regard and empathy for all students. George Betts said, "In conclusion... A lifelong 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..." (p.99).

What Works for Me

• The empathy and unconditional positive regard through Carl Roger's theory is appealing to me as a teacher who believes in holistic education and compassion for students.
• I want my students to become lifelong learners, and the five dimensions in this model could definitely nurture students to be self-directed
• I've always viewed myself as more of a "guide on the side" instead of a "sage on the stage" and like that teachers are facilitators in Betts' models while students are the ones driving their education
• Betts' 6 profiles of types of gifted learners are accurate in my experience and a good resource to share with educators (pages 59-64)
• Students who have struggled in traditional classrooms could benefit from this model of an alternative learning environment. 
• Connecting students through authentic learning experiences with professionals in the field makes learning meaningful

What Doesn't Work for Me

• Difficult to find resources for concrete/explicit implementation of this model in the mathematics classroom
• When thinking about my experiences in secondary classrooms, I would say that many teachers engage students in the first three dimensions, and lack time and resources to individualize enough to appropriately engage students in seminar and in-depth study, to the degree that George Betts intended.

Considerations

• Political: This model is built around gifted characteristics and trains all educators about the needs and traits of gifted students and how to offer an in-depth learning path for all students. I think that this would be appealing to schools and families alike in the district where I work. The clear progression of the five dimensions makes implementation more feasible.
• Budgetary: The budget for this program is different depending on how schools that are implementing the model choose to offer learning through the dimensions. During the Enrichment, Seminars, and In-Depth Study, schools may need to have an expansive budget for field study, bringing in professionals, compensating mentors, and providing enough resources for students to have a worthwhile educational experience.
• State/District Guidelines: In reading the Maine Chapter 104 law and my district guidelines, it is abundantly clear that this model would meet the guidelines. Gifted students are recognized as having unique needs and high cognitive ability in this model and Chapter 104. Chapter 104 also calls for diversity of experience, which can easily be provided through the five dimensions in Betts' model.
• Population: Although this model was created for gifted students who benefit from an alternative learning environment, the best practices used in this model would benefit the entire school population. Unconditional positive regard is simply a good way to approach ALL students.
• Time: Guiding students through the five dimensions can take a significant amount of time, as this model uses depth over breadth. This means that teachers will need to use planning time to ensure that individual students are progressing through their learning paths, and that all components of the dimensions are being utilized. The payoff of the depth of learning and growth of gifted students, makes the extra time worth it.