l evaluate the learning process (Gifted and talented students..., 2008).
As noted by Betts (1996), the model is sequential and is meant to move students from the orientation dimension wherein they require a foundation through to seminars and other in-depth learning activities that result in temporary closure along with the development of an orientation toward lifelong learning. In other words, this particular model is meant to function as a format that can be used by a classroom teacher to structure activities that capitalize upon the intrinsic motivation possessed by most gifted and talented students (Burgess, 1990). The model is geared toward students becoming involved in their own learning with the idea that through such involvement they can become independent and self-directed learners.
One of the advantages of the model as described by Betts (1996) is that it takes into account the likelihood that many students, particularly those who are gifted and talented, are capable of determining the content of their own education to a degree. In essence, Betts (1996) suggests that the ALM empowers students to become self-motivating and self-directing. Their dependence on packaged educational programming is reduced. It is assumed that students want to learn and will do so without excessive oversight (Betts, 2008). The ALM is meant to be a multi-year instructional modality (Burgess, 1990). It is not a one-year program and is contingent upon students choosing appropriate areas of independent study. At the same time, Burgess (1990) asserts that many schools that offer programs for the gifted and talented students may simply lack the resources needed to provide an ALM. Though these students are expected to be less in need of faculty oversight than other special education students, they do require faculty supervision. Consequently, Burgess (1990) contends that schools offering the ALM must dedicate adequate resources to the g...