The Autonomous Learner Model

After researching the various curriculum models presented in class,  I narrowed my decision down to the Osborne-Parnes Creative Problem-solving process, Kaplan’s Grid Model, and the Autonomous Learner Model.  Ultimately I decided that the Autonomous Learner Model would best integrate within my teaching style and my preferences.  Self-directed learning, being responsible for one's own self, being a decision-maker, and the ability to work independently are skills essential to being a 21st Century learner and becoming a productive adult in the future. Developed to encourage students to become more independent and responsible for their own learning, the Autonomous Learner Model gives students the opportunity to guide their own learning and make their education more meaningful.  In this model, teachers modify their traditional role to become more of a facilitator of the learning process.  An Autonomous Learner; by definition is "one who solves problems or develops new ideas through a combination of divergent and convergent thinking and functions with minimal external guidance in selected areas of endeavour." (Betts and Knapp, 1981)  The major goal of this model is to facilitate the growth of students as independent, self-directed learners, with the developed skills, concepts and positive attitudes.  Self-directed learning provides the students opportunities to accomplish the following:  develop more positive self-concept & self-esteem; comprehend their own abilities; develop skills to interact effectively; increase knowledge in a variety of areas: develop critical and creative thinking skills; develop decision-making and problem-solving skills; develop individual passion areas of learning; demonstrate responsibility for their own learning, in and out of the school setting; and become responsible, creative, independent, life-long learners. (Betts, 1999)  Meeting the student’s individual needs is emphasized in the ALM model through the five major dimensions: orientation, individual development, enrichment, seminars, and in-depth studies.

In the Orientation dimension, learners discover more about themselves and their abilities, and are supplied with opportunities to interact in groups and provided a foundation for concepts of the gifts and talents that they possess.  In the second dimension, Individual Development, students establish necessary skills and concepts to develop into life-long learners and become self-sufficient in their learning.  This dimension of the ALM promotes the education of the entire student, not just the academic aspects in a more conventional education.  The Enrichment dimension, dimension three, provides students with enhanced opportunities to examine curriculum and topics uncommon in the typical classroom.  Students are allowed the freedom to select content meaningful to them and to engage in cultural and service activities to encourage humanitarianism within the students.  Learners also investigate, design, execute, and present a product.  Dimension four, the Seminars, is designed to give students several chances to complete research on a specific topic and introduce the topic in a group forum.  This provides the students the chance to transform from students to facilitators.  The final dimension of the ALM is the In-depth Study dimension, which encourages learners to seek and develop new knowledge in fields they are passionate about.  The students designate what topics they will learn about and the methods in which they will learn and present their information.  Presentations and assessments are completed at the conclusion of the self-driven project.

The aspect of the Autonomous Learner Model that appeals most to me is the emphasis on creating a learner who is responsible for his/her independent learning, and as a result, he/she can develop a hunger life-long learning.  The ALM increases a students’ knowledge base, independence, and ability to make decisions and find creative solutions to problems, while developing interpersonal skills to interact more effectively with surrounding people.  When students take ownership of their own learning, it becomes more worthwhile and important to them, increasing their passion for acquiring new knowledge throughout their life.  This model is also easily adaptable and is beneficial for gifted students who often are able to work independently and possess the maturity needed to reflect on their own learning.  Education of the whole student, another favorable aspect of the ALM model, inspires learners to be charitable and believe that they can make a difference in their society.  “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.”  (Betts, 2005)

Betts, G. (2005, January 1). The Journey of Lifelong Learning. Retrieved November 23, 2014.

Betts GT & Kercher JK. (1999). Autonomous Learner Model: Optimizing Ability. Greeley, CO: ALPS.

Betts GT & Knapp J (1981) The Autonomous Learner Model: A Secondary Model. In Secondary programs for the gifted and talented. Los Angles, CA: National/State-Leadership Training Institute for the Gifted and Talented.