EDG 554 Curriculum and Program Model Analysis

Betts – Autonomous Learner Model Treffinger – Levels of Service Model

Philosophy or Theoretical - Create a school climate of acceptance - Support students’ sustained interests
Stance: What are the - Make students a part of the process; do this with - How will what we do benefit students?
model’s underlying students, not to students - Potential and high ability comes in forms outside of
philosophical or theoretical - Students as learners, teachers as facilitators strictly academic arenas
beliefs? How do the - Create a space where students feel free to learn - Build on positive dimensions of potential and
models view human The Autonomous Learner Model brings the student as ability
nature? the learner to the front of all teaching and learning - Ensure that all students have challenging learning
experiences. The teacher and student begin in opportunities
traditional roles and as the student advances through - Foster effective, independent learning
the model, she becomes the learner and the teacher This model believes that all students have potential and
becomes a facilitator. The model begins with teaching sets up a program to allow all students access to
students how to learn, creative and critical thinking necessary services and supports to develop that talent.
skills, and how to work effectively with others and While not all students will participate in every level of
releases students to study more independently with the model, any student who shows a readiness to
each step of the process. In this model, human nature engage at the next level will have the opportunity to do
is potential that needs to be developed. Students can so.
become lifelong learners and produce meaningful
projects, but they need to be trained in these skills.
Purpose: How does the - Social skills are developed and enhanced - Builds on student strengths and interests to support
model address its purpose? - Curriculum is differentiated by the teacher and by their growth
the student - Recognizes that gifted students all have unique
- Focus on students’ areas of interest in developing needs
passion projects - Students must be taught critical thinking and
- Build on student strengths problem-solving skills and practice applying them
- Students “ultimately commit to the goal of being a to solve real problems
person who can positively impact the world - Offer students opportunities to interact with like-
through personal abilities and skills and working in minded peers regarding strengths, talents, and
collaboration with others” (Betts & Kercher, 2009, sustained interests
p. 56). This model seeks to become a part of the overall
- Provides a place for students to belong educational programs at schools. It is not intended as
This model was born out of a necessity to address a pull out or separate program, but rather to be
student social, cognitive, and emotional needs that had integrated with the general education classroom to
been unmet in the school system. The developers service as many students as possible. General
recognized that many students didn’t feel like they education teachers can implement many of the services
 belonged and who felt that school was being done to of the LoS model within their classroom such as
them instead of for them. To address its purpose, the differentiation, advancement, enrichment
model focusses on student interests and works with opportunities, social and emotional development, and
students to create the curriculum. The focus of the career exploration. As students show more sustained
model is beyond traditional subject and content interests then will benefit from additional services to
standards and instead concentrates on applying develop their potential.
student knowledge and gifts to projects that are
meaningful to them.
Definition of Giftedness: - Intentionally teach what is means to be gifted - Traditional definitions of giftedness are too narrow
How does the model - Recognizes there are different types of gifted and many more students with potential exist than
address the academic and students who each have unique needs are currently identified
social needs of advanced - Develop the foundation for students to become life- - Talents are complex
learners? Does it make long learners - Students need to be able to think creatively and
recommendations of how - Individualized learning critically
the model supports - Students learn how to interact and work with others - Research and inquiry skills
advanced learners? - Explore content that is not normally included in - Social and emotional skills need to be taught and
daily school curriculum developed
- In-depth studies are focused on the passions of the - Set up environment to facilitate creative student
learner behavior with acceptance of student ideas
This model begins with students exploring what it This model is inclusive of all students, not just those
means to be gifted and how it impacts them personally. traditionally labeled as gifted. It strives to serve
The model recognizes that gifted students are a students based on their needs rather than based on a
heterogenous group and need individualized fixed quota or cutoff score. Students learn research
programming to reach their full potential. Students and inquiry skills and social and emotional skills in
are taught how to interact with others and environments that are accepting of their ideas and
communicate effectively with people from diverse provide them freedom to explore areas of interest.
backgrounds. The model has been used with all This model supports advanced learners developing a
students in general education classrooms but only broad array of talents in settings that are tailored to
gifted and talented students have worked on the specific student characteristics.
seminar and in-depth study dimensions. The model
supports gifted learners by devoting time for gifted
students to pursue challenging, in-depth studies.
Curricular Framework: - Five overlapping dimensions with the majority of - Talent development begins in the general education
How does the model time spent in in-depth study classroom
provide a system for - Foundational skills are built in the orientation - Match the program to student needs
developing and designing dimension - Basic differentiation, acceleration, enrichment
appropriate curriculum for - Students are an essential part of determining the opportunities, self-directed learning, personal
the target populations? curriculum and content focus growth and social development, career orientation
What does it suggest that - No references to disciplinary ideas - Four levels of service beginning with all students
we offer advanced Students begin with an understanding of giftedness, receiving level one, many students receiving level
students? Does the model talent, intelligence, and creativity and learn about their two, some students receiving level three, and a few
make reference to responsibilities as learners. Students study and students receiving level four
disciplinary ideas? practice social and emotional skills and organizational The Levels of Service model is made up of four levels
skills to prepare them for independent study. As that are interconnected so that all students are
students become more competent in these areas they appropriately challenged. Level one exposes students
are able to begin working on enrichment activities, to learning opportunities and recognizes the unique
developing seminars, and researching in-depth studies needs of students. Level two provides students
that are in areas of personal interest. The most opportunities to explore areas of interest and to test
essential element of this model is the inclusion of their strengths by researching individual topics. Level
students in the process. three builds on student competence and commitment to
areas of talent. Level four provides students with
individually tailored services to help students rise to a
professional level of expertise in a domain. Students
served at each level is determined by student need,
with the understanding that talent can emerge at any
time in a variety of capacities. There is no reference to
disciplinary ideas, but there are references to studies
that indicate this model is successful with at-risk
students.

(Betts & Kercher, 2009, p. 56).

Instructional - Dimension 1: students discover more about - Students learn to set and meet their own goals,
Recommendations: Does themselves and their potential; teacher is teacher locate and utilize resources, and communicate
the model make and student is student findings
recommendations for how - Dimension 2: students practice inter/intra personal - Instruction that benefits all students should take
instruction should occur? skills, learn organizational skills, strategies for self- place in the general education classroom
Are there specific directed learning; teacher is teacher and student is This model stresses the importance of the general
instructional approaches or student education curriculum as the foundation for talent
development and program success. As students
strategies that the model - Dimension 3: students participate in enrichment participate in the various levels they learn higher level
focuses on? activities that are beyond the scope of traditional thinking strategies that are then applied to
curriculum including service learning, adventure explorations and problems that become increasingly
trips, and investigations; student begins to be complex and involved as they move through the levels.
learner and teacher begins to be facilitator
- Dimension 4: students work in groups to develop
seminars on topics of interest and present to
appropriate audiences; student is learner and
teacher is facilitator
- Dimension 5: students research a passion and
develops a product and/or presentation with the
help of a mentor; students determine the goals and
the evaluation criteria; student is learner and
teacher is facilitator
The model recommends developing student’s intrinsic
motivation to create lifelong learners. Students can be
working on multiple dimensions at one time as they
increase their capacity to be autonomous learners.
Foundational skills are taught in the first two
dimensions and students apply these in dimensions four
and five. Student interest is an essential factor in
determining the content explored. Students become
increasingly independent learners as they progress
through the model.
Transferable and Useable - Goal is to create a place where students belong - As needed, specific content skills are learned and
in All Content Areas: Is which is applicable to all content areas applied
the model one that can be - Students learn to work in groups which is - Foster effective, independent learning which is
used in a variety of applicable to all content areas applicable to all content areas
curricular content areas and - Model recognizes that gifted students are a This model is integrated within a student’s wholistic
across all subject areas, heterogenous group with different needs which is educational experience and therefore can be used in a
and/or be used in a variety applicable to all content areas variety of subjects. Independent learning is valuable
of ways - Students study topics they are passionate about across content areas and in this model students learn
which could apply to all content areas skills related to specific contents as they are needed
- In-depth studies can take a variety of forms such as using a telescope to explore space or
This model is not restricted to one content area. interpreting graphs to analyze data. LoS is a highly
Research skills and independent study can be individualized approach because it matches services to
incorporated into all subjects, but it could be easiest to student needs. Because LoS begins in the general
incorporate into humanities and science courses. education classroom, all students can benefit from
 Much of the content is determined by students making level one services and students who would not
it important to consider all possible subjects so as not otherwise been identified can receive additional
to limit the development of gifted student interests. services.
Organizational Delivery - Five overlapping dimensions This model is organized into four levels and all
System: How is the model - After three years, students will have participated in students participate in level one. As students show
organized? Does it make all five dimensions potential and interest in exploring particular subjects
suggestions in how it - Individual and small group activities in dimensions they can participate in additional levels. In level two
should be organized and/or one through four, individual projects in dimension students explore an area that interests them and test
delivered (individual, small five their strengths and talents. If students continue to
groups, cluster grouping)? - Teacher and students work together to identify show potential and interest beyond that of their typical
needs age-level peers they can engage in level three services
- Required to spend time in the community on and dig deeper into their interest. At level four,
service projects; must work with people students work to produce professional level products
- Separate class in secondary schools and research in their area of interest. Level four is an
- Not a complete approach for the gifted individualized approach; level three is a group-
There are five dimensions in the ALM model: oriented approach. As level one takes place in general
orientation, individual development, enrichment, education classrooms, the teacher can determine how
seminar, and in-depth study. Students can be to best group students for differentiated activities, by
simultaneously working on multiple dimensions as they readiness level and/or by interests and learning
develop their skills, talents, and passions. Essential to profiles. Students could work alone or in groups
this approach is that students are a part of the process depending on the activity and the goals of the activity.
and that the curriculum is set up by the teachers and
students for the students. There is a concentration on
communication and collaboration skills and many
opportunities for group work, but the final product is
usually an individual research project.
Reference to Other - Student and teacher generated evaluation criteria - Foundational creative and critical thinking skills
Curricular Emphases: - Critical, creative, and organizational skills taught in - Creative, critical, divergent thinking skills should
Does the model define the dimension two be taught to all students, not just gifted students
relationship of what is - Research skills developed and demonstrated in All students should be taught higher level thinking
recommended to other seminars and in-depth study skills and this teaching can take place in the general
curricular emphases in - Content standards can be addressed within projects education classroom. Students are working toward
schools, such as addressing and explorations becoming independent learners and that requires
the standards, developing This model concentrates on developing habits of direct instruction and opportunities to practice. LoS
thoughtful producers of learning such as developing higher order thinking and points out that it cannot be assumed that students
knowledge, developing producing knowledge rather than just consuming possess the necessary skills to manage their time,
higher level thinking, etc. knowledge. Standards are not explicitly addressed in locate resources, and communicate their findings with
this model, but can be incorporated in any of the others. Additionally, the social and emotional
 projects and investigations as determined by the development of students is included as a way for
teacher and the student. teachers to organize programming for gifted students.
Assessment: Does the - Student and teacher generated evaluation criteria This model did not make recommendations on the types
model make - Variety of products for in-depth study presentations of assessments that should be used or the products that
recommendations on the - Audience engagement for seminars should be created beyond stating that level four
types of assessments that - Student self-assessment products should be authentic and approach a
should be used or products Outcomes addressed in the assessment process are professional level of expertise. These products should
that should be created? research skills, presentation, group dynamics, and be shared with and/or presented to appropriate
Basically, what learning organizational skills. Students self-assess their audiences.
outcomes do they address? preparation and contribution to developing the In assessing the model itself, Treffinger & Selby (2009)
products and their learning process. The content of a described several outcomes such as increased use of
project is also assessed, so teachers and students could achievement data to determine student strengths and
align the content to include specific content standards. weaknesses, a better fit between student needs and
program options, expanded opportunities for more
students to discover and explore their talents, and a
generally positive effect on students and teachers.

(Betts & Kercher, 2009, p. 79).

Use of the Model Beyond The first three dimensions of the ALM has been used This model begins with providing opportunities for all
the Field of Gifted: Does with all students making it applicable in general students to explore and discover their own talents,
this model address other education classrooms. The model addresses the social strengths, and interests. It is not a model strictly
uses other than for and emotional needs of students as well as grows their reserved for gifted students and can therefore be
developing the talent of communication and collaboration skills. The model applied in general education classrooms and special
advanced students? strives to develop students into people who will school programs. The model is not designed to be a
ultimately use their gifts and talents to positively segregated part of a students educational experience,
impact the world. but rather an integrated part that becomes almost
invisible. Students do not have to be identified as
gifted and talented to participate in the grogram and
can move between the levels of service as needed.
Personal This model could be used in my school to encourage This model could be used effectively in my school
Perspectives/Conclusions: student independence and inclusion of all students to because the foundation of the model is set in the
How do you think the celebrate and acknowledge student interests and general education classroom. Thinking about
model could be used in passions. Advanced students could benefit from the everything that a general education teacher can do to
your school to provide opportunity to pursue personal passions and make differentiate instruction for advanced students makes
services to advanced school more relevant to their lives. This model also this model ideal for incorporating into a traditional
students? What new develops student inter/intrapersonal skills and affective
high school setting. Teachers can differentiate lessons
applications can you skills so that they can successfully work with others based on readiness and/or interest so that advanced
consider for this model’s and communicate their ideas effectively. New students are appropriately challenged in general
use? applications for the Autonomous Learner Model education classrooms to the extent possible.
include place-based education strategies where all Additionally, acceleration is possible through honors
projects and studies revolve around investigating local and AP courses as well as Running Start. Social and
issues and solving community problems. Students emotional skills are currently being addressed through
could still choose their topic of interest, but the focus
a daily advisory class. These lessons are not
would be on their local community. differentiated, but they do provide all students with the
opportunity to apply and practice what they learn and
discuss in class.
Potential Challenges: Implementing this model in the large traditional high One limitation for implementing the LoS model at my
Considering that this school where I teach would be a challenge because of large, traditional high school is cross-content
model would be used in how segregated each subject is and the complex collaboration between teachers. Each subject is siloed
your school, what might be scheduling system required to enroll each student in and does not overlap with other subjects making it
some of its limitations, the necessary courses. There are not core groups of challenging for students to engage in cross-curricular
implications for its use, teachers that share students. Students are taking many projects. Another limitation is the lack of systems in
and possible challenges to different classes and those students who are taking the place for identifying student talent and interests and
its implementation? (Also same classes are spread out among many teachers tracking student participation in various interventions.
consider if a particular making it difficult to implement a cross-discipline Like the siloed subjects, information about student
model’s underlying beliefs model within our current system. As suggested in performance is tracked individually by various
about human nature and secondary schools, this model could be implemented as stakeholders with little communication and
potential would be of a standalone class and I imagine that it would be collaboration between teachers, administrators,
personal challenge to you similar to the AP Capstone program. The limit for this counselors, students, and parents about overarching
and/or the culture of your type of program is that students have to give up other goals and steps to achieve them.
school.) classes of interest in order to enroll in capstone. So
much of how my school operates is to control students
and this model is the exact opposite where students
have the freedom to choose what they study, how they
will be evaluated, the products they will produce to
demonstrate their learning.
 Your Conception: How The Autonomous Learner Model aligns with my belief The Levels of Service model aligns with my belief in
has the analysis of this in the goodness of human nature. This model seeks to the goodness of human nature because it values the
model shaped, influenced, develop and deepen the personal interests of students potential of every student, not just those identified by
aligned, broadened, or and therefore the model supposes that personal an IQ test. LoS sees students as individuals who have
changed any of your initial interests are positive intentions. The need for human unique needs but also unique skills and talents. It has
responses made to the self- connection is reflected in this model in the intentional influenced how I see potential. Potential is not a
reflection questions posed teaching of how to work with others and communicate onetime measure but can ebb and flow with student
at the beginning of this thoughts and ideas. The origin of this model was in experiences and opportunities. The model also
course? creating a safe space for students who didn’t fit in with emphasizes the need to create an environment where
the traditional methods of teaching which speaks to my students feel safe to explore and share ideas aligning
own desire to be a part of a program that serves the with my belief that humans crave connection. In a safe
needs of marginalized students. space, students feel connected with their classmates
and their teacher and their potential can be fully
developed.

References:
Betts, G. T. & Kercher, J. J. (2009). The autonomous learner model for the gifted & talented. In J. S. Renzulli, E. J. Gubbins, K. S.
McMillien, R. D. Eckert, & C. A. Little (Eds.), Systems & models for developing programs for the gifted and talented (2nd ed., pp. 49-103).
Prufrock Press.
Treffinger, D. J. & Selby, E. D. (2009). Levels of service: A contemporary approach to programming for talent development. In J. S.
Renzulli, E. J. Gubbins, K. S. McMillien, R. D. Eckert, & C. A. Little (Eds.), Systems & models for developing programs for the gifted and
talented (2nd ed., pp. 629-654). Prufrock Press.
Treffinger, D., Young, G., Nassab, C., & Wittig, C. (2002). Programming for talent development: What’s unique about the four levels
of service? Center for Creative Learning Newsletter, 11(4), 1-3.