Autonomous Learning for GT Students

As defined by Betts & Kercher, an autonomous learner is “one who solves problems through a combination of divergent and convergent thinking, and functions with minimal external guidance in selected areas of endeavor.” Autonomous learners are students who progress from student to learner to teacher. They are set on a path towards independent self-directed, life-long learning. Autonomous GT learners “comprehend the concepts of giftedness, talent, intelligence and creativity.” (Betts 2003)

Autonomous learners are self-reliant but able to effectively work with others. They are decision-makers, problem solvers, life-long learners, critical thinkers and possess self-esteem. Autonomous learners value taking ownerships of their learning and working with their teachers; eventually assuming the role of teacher in their individual areas of passion. Autonomous learners possess skills to effectively interact with others in a variety of settings. They seek out mentors to guide their learning and readily accept teachers as facilitators of learning.

Autonomous learning skills include inter/intra personal skills which enable students to interact effectively with other students; individualized study skills; and organizational skills. Autonomous learners exhibit critical thinking skills, problem-finding skills as well as problem-solving skills, and creative thinking skills. They possess technology skills to guide their passion pursuits, conduct research, connect with mentors and peers, and participate in online seminars. Autonomous learners utilize technology to develop knowledge products.

Autonomous learning produces life-long learners, healthy self-esteem, and effective leaders. Autonomous learners are individuals who possess cognitive, social-emotional, and physical skills. The have a positive self-image and understand their abilities in relationship to themselves and society. (Betts, 2003) Students who are autonomous learners can work independently and in groups. They take ownership of their learning and have positive relationships with their teachers.

Developing autonomous learners often requires a new mindset for administrators and educators. There must be a willingness to cede control of the learning process to the student. Autonomous learning means seeing education from a different perspective. Modifications to the system rather than the student are necessary for success. Education evolves from providing knowledge to facilitating learning. Autonomous learners are developed through curriculum differentiation, SEL learning, removal of time and space restrictions, integrated and cross-disciplinary learning, and in-depth studies.

Promoting autonomous learning in the classroom begins with educating all stake-holders about exactly what autonomous learning is and its benefits. Students are not generally used to being able to direct their learning and teachers may struggle with relinquishing control. However, with perseverance and openness to change; it can succeed.

A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at 1PM NZDT/11AM AEDT/Midnight UK to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

About the author: Lisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime advocate for gifted children and also blogs at Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Autonomous Learner Model Resource Book (2017)

Models for the Gifted: Autonomous Learning Model

The Autonomous Learning Model for High School Programming (pdf 2003)

The Autonomous Learner Model for Developing Potential (pdf 2017)

Presently Gifted: Autonomous Learner Model

Autonomous Learner Model: Optimizing Ability (book)

Supporting the Development of Autonomous Learning Skills in Reading and Writing in an Independent Language Learning Centre | SiSAL Journal

The Autonomy Project Site

What is Learner Autonomy and How Can It Be Fostered? | The Internet TESL Journal

Learner Autonomy FAQ: What is it and why do we need it? (SlideShare)

Learner Autonomy Self Assessment (SlideShare)