The work that follows was funded with the generosity of the United States Agency for International Development through the auspices of the PEAKS (Participation, Education, Knowledge Strenghting in Central Asia). The PEAKS project was developed and established in four countries, Kyrgystan, Tajikistan, Turkmenistan and Uzbekistan from 2003-2007. One of the primary missions of the project was to strengthen teacher training process and educational reform efforts through the introduction of innovative classroom methods and management.
What follows is a description of the products that have been produced through the creative and tireless efforts of a regional team of teachers, trainers and instructional design specialists. A unique feature of this program is that it is primarily a Central Asian project designed, developed, and implemented on the ground by those that live and work there. Thus it represents a rare case of successful cooperation that has positively influenced the region as a whole.
Although rooted in Central Asia, many of the strategies and materials developed in this program can be applied globally. They are particularly appropriate for educational systems in emerging nations. The materials developed in the PEAKS project offer others an inexpensive and flexible alternative to more costly, and complicated teacher training and educational development programs. The heart of the PEAKS teacher training process is ITLM.
ITLM (Interactive Teaching and Learning Methods) is a collection of teaching and learning strategies that are designed to initiate and promote student engagement and interaction in the classroom and are formulated for use in teacher training and certification programs as stand alone trainings or as part of a larger program. The teaching strategies selected are purposefully organized to focus on the student’s learning through hands-on experiences, opportunities to problem solve, think critically, as well as to work collaboratively and cooperatively with other students and the teacher. The strategies used in ITLM enhances student centered learning and support a flexible but rigorous classroom approach. As a package, ITLM is designed as a generic delivery system that sustains subject based courses as well as primary classrooms and leverages the content of national and state curriculums to promote student understanding through application. and manipulation of information and ideas.
ITLM is research-based. The strategies that are incorporated in the ITLM materials represent the work of educational theorists such as Vygotsky (Kozulin 2003), Dewey, Gardner and Piaget (Palmer 2001; Cooper 2001; Bresler 2001). The approach used in ITLM trainings and workshops draws from the most recent work in the emerging area of SOTL . and reflects what is currently understood as best practice. The guiding principle of ITLM is that children learn best and can acquire knowledge most successfully when it is directly related to their lives and known experience. Research in cognitive pscyhology also suggests that children learn best when allowed to apply their newly acquired knowledge and skills to meaningful authentic problems that have realistic consequences and solutions. As L.S. Vigotsky stated «Robust knowledge and understandings are socially constructed through talk, activity, and interaction around meaningful problems (tasks) and tools. Both the strategies and the approach represent a model of real-life learning that promotes human’s creativity and decision-making skills.
ITLM materials and training methods are well suited to a variety of applications including a digital environment. ITLM materials are meant to be used in the form of modules that are flexible and meet the specific learning requirements of the target audience. The principles of Instructional Design are the backbone of materials development, and workshop design.
Trainers understand how to assess the needs of the audience as well as their levels of expertise and thus are able to tailor the workshop to maximize the learning experience.
The digital format of ITLM features a creative use of powerpoint leveraging graphics and animations to help participants understand the concepts presented . The digital format of the materials is inexpensive and compact and is meant to be used in a flexible environment giving the trainer the option of selecting and using materials that best fit the requirements of the participants. However the digital format is also conducive to other training venues where computers and electricity are problematic. ITLM materials can be successfully used in paper format and without the benefits of technology. ITLM is not about teaching with technology but about the use of technology to enhance trainings.
ITLM materials and trainings are available on the GLP in the following general areas:
• ITLM overview
• ITLM forPrimary school teachers
• ITLM for Secondary school teachers
• Introduction and Implementation of ITLM for principals and school directors
• Mentoring
• Trainers of trainers
• Certification
The GLP materials are structured purposefully to be used anywhere in the world and as such are straightforward, easy to use and inexpensive. They may be downloaded and printed as they are part of the public domain and there are no copyright issues.
There are other trainings and modules available upon request in Instructional Design, Mentoring, Training of Trainers. The source language of material development is Russian with English translation . The materials are also available in Tajik, Uzbek, Kyrgyz and Turkmen. These materials are particualry well suited for use in the former USSR block. They represent careful and indepth research, interesting pedagogical methods and a creative use of digital format. Also, there is a list of regional experts trained to deliver traingings and workshops in Russian that is available.
A brief overview of the content of modules is as follows:
The ITLM overview introduces the basic strategies of ITLM and explains the supporting research as well as provides opportunities for the learner to experience ITLM first hand.
ITLM for Primary school teachers builds on the ITLM introduction and then explains how to transfer the strategies and the materials. As part of this training, participants have the opportunity to consider possible simple solutions that always arise when a new idea is adapted into an exisiting structure. For example, participants learn how to explain ITLM to parents, how to redesign the classroom and the learning environment, how to use ITLM as an assessment tool and how ITLM can be leveraged to help students practice their newly acquired knowledge to enhance comprehension and understanding.
ITLM for Secondary school teachers builds on the ITLM introduction and then explains how to translate these strategies and skills into the secondary enviroment. Subject based courses are the focus of this module, not only how to use ITLM in a variety of disciplines but how to use ITLM as an opportunity for developing critical thinking, problem solving and self-assessment for secondary students. There are 7 modules available four core modules and three optional.
Introduction and Implementation of ITLM for School Directors and School principals : building on the ITLM introduction, this module is specifically and especially designed for the school director or principal that wants to introduce ITLM in his school. This module gives specific suggestions and information on issues of school transformation such as personal management, financial consideration, planning and resource allocation and development. This practicle module guides the school administration through the process of establishing ITLM successfully within the existing context and educational system.
The modules and materials that are available as a general package are further supported by additional materials and modules. As state above, these modules and materials were developed within the specific context of Central Asia and the post Soviet union emerging nations. Thus they reflect the state educational structure in four countries in the region: Kygyzstan, Tajikistan, Turkmenistan, and Uzbekistan. The materials available encompass a wide and useful range of training possibilites
ITLM Training of trainers: There are several trainings that make up this total package. The basic training of trainers in ITLM is uniform regardless of physical location of trainee. The signature of the TOT training is that trainers are trained not only in the ITLM strategies but how to deliver and assess the training in an interactive environment as well as the ability to assess the target audience and tailor the training to meet them.
Mentoring for the ITLM classroom and teacher: The 16 hour mentoring program for classroom teachers shares, with small exceptions commonalities across the region. It is designed specifcally to meet the needs of not only urban school and teachers but those in rural areas and addresses the problems of resource inequities. Teachers being mentored often accept additional leadership roles in their home schools as they work to gain new knowledge and implement new ideas in their classrooms. The mentoring relationship between the mentor and the mentee is one of support and guidance rather than critical evaluation.
Certification and Standards: This document suggests specific outcomes and strategies by which to determine the successful implementation of ITLM. It is a useful matrix and easily adapts to a variety of situations.