The Autonomous Learners Model for the Gifted and Talented (ALM) was developed by George Betts (1996) to meet the diverse cognitive, emotional, and social needs of gifted and talented students. Over time, the model has become incorporated into regular education programs as well (Betts, 1996). At issue herein is an analysis of the ALM focusing on its central assumptions, its strengths and weaknesses, and how it is used in terms of teaching gifted children.
Betts (2008) states that the ALM emphasizes meeting the individualized needs of a learner through the use of activities in five major dimensions, which are orientation, individual development, enrichment, seminars, and in-depth study. The model is designed to provide multiple learning opportunities that can be tailored to the interests as well as the skill levels of students.
Orientation gives students and teachers an opportunity to develop a foundation for the program while individual development serves as a launching pad for providing students with the cognitive, emotional, and social skills; concepts; and attitudes that they need for lifelong autonomous learning (Gifted and talented students..., 20008). Enrichment activities are designed to provide students with opportunities to explore a variety of concepts and ideas. Seminars serve as an avenue for groups of students to research a topic and present a seminar on the topic to other students. Seminars include the presentation of factual information, a group discussion, and bringing closure to the issue (Gifted and talented students..., 2008).
In-depth study is characterized as the most demanding and challenging dimension of the model. Small groups or individual students are given the freedom to pursue their own areas of interest. Students are empowered to determine what they will learn, how they will learn, the resources needed, what evidence they will present regarding their learning, and how they wil...