Autonomous Learner Model
Developed by:
George T. Betts and Jolene Kercher
• Originally developed (1980) and published (1981)
• Revised ALM (1996)o K-12
Theoretical Underpinnings:
• Positive, nourishing environments are required for self-directed learning- Carl Rogers (1951, 1961),
Abraham Maslow (1968, 1971), and Virginia Satir (1972)
• Teachers become facilitators and students become learners- Carl Rogers (1983)
Brief description of the model and/or its philosophy:
The ALM Model was initially created to provide students with alternative learning environments. The main goal of the ALM is to create independent, self-directed learners. Ideally, students will become lifelong learners through the ALM. The philosophy of the ALM is to “to do it with the gifted, and not to them.” This philosophy embodies the beliefthat teachers should become facilitators and students should become learners. Studentswill go through each the five dimensions of the ALM and they will gradually gain more control over their own learning.
Key elements,components, and/or non-negotiables:
• 5 Dimensions
o Dimension One: Orientation
o Dimension Two: Individual Development
o Dimension Three: Enrichment
o Dimension Four: Seminars
o Dimension Five: In-Depth Study
Nonnegotiable- Involvement in service activities during Dimension Three: Enrichment.
Intended applicationsfor the model (enrichment, pull-out, whole school,classroom, etc.):
Pull-out program
Intended Audiences:
High School (1981 version); K-12 (1996 version)
It was originally developed at Arvada West High School in Colorado. It was initially a secondary model, but now it has been used in both middle and elementary school settings as well. Uresti, Goertz, and Bernal conducted a study (2002) with an ESL first grade classroom. The first grade students in the study experienced academic success as a result of their participation with the ALM. Elmore (1994) conducted a study with middle school students to see the relationship between socio-emotional development and a student’s involvement with the ALM.
Relative strength and weaknesses:
Relative strengths:
• Students, teachers, administrators, and parents receive a thorough understanding of giftedness, talent, intelligence, and
creativity through Dimension One: Orientation of the ALM.
• Students are given the opportunity to pursue an area of interest.
• Students get to work with mentors.
• Students become independent, self-directed learners.
• The ALM is designed to fit the reality that students are diverse with varying interests.
• Students become lifelong learners.
• It covers content, process, and product.
• It can work with all content areas.
• It can work with all grade levels.
Relative weaknesses:
• No empirical studies have been completed (Maker & Schiever, 2005).
• ALM is a complex model due to the five dimensions and the steps that are involved within each dimension.
• A significant amount of time is required from teachers due to the increased organizational skills that are necessary to effectively
run a program that is based on the ALM.
• It is not flexible because each dimension builds upon the subsequent dimension.
• If human and/or material resources are not available to a school due to its geographic location or lack of funding, mentorships
can not be developed between students and practitioners in a field of study, adventure trips can not be taken in students’
interest areas, and students can not complete their in-depthstudies without crucial resources in their field of study.
Resources required:
• Human resources (mentors)
• Material resources
George T. Betts and Jolene Kercher
• Originally developed (1980) and published (1981)
• Revised ALM (1996)o K-12
Theoretical Underpinnings:
• Positive, nourishing environments are required for self-directed learning- Carl Rogers (1951, 1961),
Abraham Maslow (1968, 1971), and Virginia Satir (1972)
• Teachers become facilitators and students become learners- Carl Rogers (1983)
Brief description of the model and/or its philosophy:
The ALM Model was initially created to provide students with alternative learning environments. The main goal of the ALM is to create independent, self-directed learners. Ideally, students will become lifelong learners through the ALM. The philosophy of the ALM is to “to do it with the gifted, and not to them.” This philosophy embodies the beliefthat teachers should become facilitators and students should become learners. Studentswill go through each the five dimensions of the ALM and they will gradually gain more control over their own learning.
Key elements,components, and/or non-negotiables:
• 5 Dimensions
o Dimension One: Orientation
o Dimension Two: Individual Development
o Dimension Three: Enrichment
o Dimension Four: Seminars
o Dimension Five: In-Depth Study
Nonnegotiable- Involvement in service activities during Dimension Three: Enrichment.
Intended applicationsfor the model (enrichment, pull-out, whole school,classroom, etc.):
Pull-out program
Intended Audiences:
High School (1981 version); K-12 (1996 version)
It was originally developed at Arvada West High School in Colorado. It was initially a secondary model, but now it has been used in both middle and elementary school settings as well. Uresti, Goertz, and Bernal conducted a study (2002) with an ESL first grade classroom. The first grade students in the study experienced academic success as a result of their participation with the ALM. Elmore (1994) conducted a study with middle school students to see the relationship between socio-emotional development and a student’s involvement with the ALM.
Relative strength and weaknesses:
Relative strengths:
• Students, teachers, administrators, and parents receive a thorough understanding of giftedness, talent, intelligence, and
creativity through Dimension One: Orientation of the ALM.
• Students are given the opportunity to pursue an area of interest.
• Students get to work with mentors.
• Students become independent, self-directed learners.
• The ALM is designed to fit the reality that students are diverse with varying interests.
• Students become lifelong learners.
• It covers content, process, and product.
• It can work with all content areas.
• It can work with all grade levels.
Relative weaknesses:
• No empirical studies have been completed (Maker & Schiever, 2005).
• ALM is a complex model due to the five dimensions and the steps that are involved within each dimension.
• A significant amount of time is required from teachers due to the increased organizational skills that are necessary to effectively
run a program that is based on the ALM.
• It is not flexible because each dimension builds upon the subsequent dimension.
• If human and/or material resources are not available to a school due to its geographic location or lack of funding, mentorships
can not be developed between students and practitioners in a field of study, adventure trips can not be taken in students’
interest areas, and students can not complete their in-depthstudies without crucial resources in their field of study.
Resources required:
• Human resources (mentors)
• Material resources