ASSIGNMENT 7
Jeansandra
AutonomousLearningModel2--TOMAKECORRECTIONS.pptxAutonomous Learning Model
Name
Introduction
I am a graduate from … University with a …degree in Educational Leadership. I have taught both in rural and urban schools in the United States in different schools for last 5 years. During my 5 years, I encountered different gifted students as well as learners with different special needs. I have been able to train teachers on curriculum development and differentiation for special education students.
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Research : What does it say about student self-directed learning and autonomy as they relate to engagement?
Discussion: Which classroom and learning program would you prefer for your child?
Reflections: synthesis of the series on student engagement, and optional assignments
Today’s Presentation Agenda
Thank you all for attending this conference. It is my hope that we will walk together and get the valuable information am about to share in this conference that will change the lives of our student. The following goals and objectives form the basis of this conference. This conference is designed to discuss the importance and scope of autonomous learning theory.
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The term gifted and talented student according to (Betts, Kapushion and Carey, 2016) means kids and youths who present evidence of advanced performance ability in such areas as academic, innovative, creative, or leadership, or in particular educational areas, and who need services or activities not usually offered by the schools so as to build up such potentials completely.”
Gifted students
ALM was designed by Dr. George Betts and Ms. Jolene Kercher to give learners more authority.
Autonomous learner is a child who resolves problems or develops new thoughts by blending different and convergent thinking and operates with little support in specific fields of endeavour (Clark, 2008).
Autonomous Learner model (ALM)
This conference is designed to discuss the importance and scope of autonomous learning theory for gifted students.
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The needs of students as provided by national curriculum in this school has not materialized, therefore, the ALM will foster skills children need to be independent adult who challenges and contributes to a diverse, democratic society.
Is it cost effective for this school?
No, the model is simple, easy to implement and practice. It fits well with school policies and standards of education program.
Why use ALM in this school?
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How to promote autonomy model
Learners need to draw their own experiences in whatever they are learning
Must involve developing a learner's autonomy at every stage of learning.
Students must create their own goals and assignments.
How ALM incorporate character education
pedagogical freedom and the absence of control
the will and capacity to justify practices
local responsibility
Kind of instructional methods to be used
To help learners become autonomous, artistic, accountable students
To assist learners grow a constructive self-concept and social skills
To boost learners’ understanding in different fields
To develop the potential of making sound decisions and find inventively resolutions to difficulties.
What are the goals of the ALM?
Five dimensions of the ALM
This stage acquaints students, parents, and teachers with the model and the expectations
Area 1 – understanding giftedness, talent, intelligence and originality
Area 2 – group construction activities
Area 3 – individual growth
Area 4 – program and school prospects and accountabilities
Dimension 1: Orientation
individual development focuses on attitudes and ideas required for lifelong learning
Area 1 – intra/inter personal
Area 2 – learning skills
Area 3 – technology
Area 4 – college and career involvement
Area 5 – organizational skills
Dimension 2: Individual Development
Enrichment serves as a vehicle for learners to explore an idea that is not normally a part of the curriculum.
Area 1 – explorations
Area 2 – investigation
Area 3 – cultural activities
Area 4 – services
Area 5 – adventure trips
Dimension 3: Enrichment
The seminar allows learner groups to select subjects of interest to research and then present their findings to a larger group (Dam and Legenhausen, 2010).
Seminar consist of:
choice of a subject of significance to the student
improvement of the essential seminar
Presentation of the seminar
Assessment of the seminar by the student, teacher, as well as other groups.
Dimension 4: Seminars
In-depth study provides students with long term opportunities to study areas of interests.
Component 1- individual or group projects
Component 2 – mentorships
Component 3 – presentations
Component 4 – assessments
Dimension 5: In-depth Study
Student vs. Learner - Students rely on teachers to tell them what they need to know while learners pursue their passions by looking for knowledge and developing their skills.
Teacher dispenses knowledge while the facilitator support and promote the learning process (Betts, Kapushion and Carey, 2016).
Clarification of roles
Lifelong learning model
A life-long learner is one:
cherishes the moment
look for truth
companionship
knowledge and wisdom.
This individual realizes self and others, and recognizes the chance to transform the world positively.
A lifelong learner identifies new conduits
for development, joy, knowledge and friendship (Tangient, 2013).
So, what about life-long learners?
Was initially designed for high school gifted learners
Then customized for middle school gifted learners
Currently the model can be used by kindergarten aged students
Betts and Carey suggest an RtI & ALM program that:
Entails the Intellectual, Emotional, & Social domains of the student
Develops the strengths and potential of the person
Includes all Five Dimensions of the ALM
Integrates all fields within all Five Dimensions of the ALM
Incorporates Content + Process + Product = Learning Experience
Includes general, Targeted, & concentrated Levels according to RtI
Aims toward the goal of developing each student as an independent student
Where and when can the ALM be used?
ALM
STRENGTHS
WEAKNESSES
Students are presented with a choice of selecting areas of interest
Collaboration with other group members is promoted
Students become lifelong learners
Covers content, process and product
It applies to all grade levels
The effectiveness of the model breaks when the student moves.
No empirical studies have been completed (Tangient, 2013).
ALM is a complex model due to many features
It is not flexible since each dimension builds upon the subsequent dimensions.
Encouraging self-report or learning diaries
Portfolio
Technological support
Persuasive communication to alter student’s belief and attitude
Teacher’s role in the classroom in evaluating ALM
Crossword session - recycling terminology, peer appraisal and self-assessment, learners' communicative relations and collaboration, promoting enthusiasm
Grammar training – recognizing the right tense, self- & peer correction, self evaluation, generalizing from examples, developing an autonomous learner
Translation - developing bilingualism, peer- and self-assessment, nurturing proper vocabulary and style
Three Activities to Promote Learners' Autonomy
Learner reflects on which learning strategies are most effective
Students select activities that match their learning styles and interests
Makes use of opportunities to use the language in authentic settings
Sets personal learning goals
ALM environment
ALM is self independent and includes applying different techniques in class designed by students
It is a self integration from pedagogy to andragogy and from being a learner to a self independent learner
Conclusion
Research : What does it say about student self-directed learning and autonomy as they relate to engagement?
Discussion: Which classroom and learning program would you prefer for your child?
Reflections: synthesis of the series on student engagement, and optional assignments
Your turn…Pair-Think-Share
Betts, G., Kapushion, B., & Carey, R. J. (2016). The autonomous learner model. In Giftedness and Talent in the 21st Century (pp. 201-220). SensePublishers, Rotterdam.
Clark, Barbara (2008) Growing Up Gifted -7th Edition. Pearson Prentice Hall, pp. 424-426, 438, 443.
Dam, L., & Legenhausen, L. (2010). Learners reflecting on learning: Evaluation vs testing in autonomous language learning. In A. Param, & L. Search (Eds.), Testing the untestable in language education (pp. 120–139). Bristol: Multilingual Matters.
Katyal, K. R. (2014). Teacher leadership: New conceptions for autonomous student learning in the age of the internet.
Tangient LLC. (2013). Autonomous Learner Model. In EPSY 7250 Tillitski. Retrieved April 20, 2013 from http://epsy7250tillitski.wikispaces.com/Autonomou+Learner+Visual.
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