The 8 X 8 Project
8 Teaching Practices X 8 Mathematical Practices =
One Outstanding Math Program
The 8X8 Project is a professional development opportunity for Davis School District math teachers through a partnership with Weber State University. The project aims to improve each teacher's ability to implement the 8 teaching principles outlined by the NCTM in Principles to Action with the goal of increasing student use of the 8 Standards of Mathematical Practice called for by the Utah State Core Curriculum.
All Thursday classes are held at the Weber State University Center for Continuing Education, 775 South University Park Blvd., Clearfield, Utah.
All Saturday classes are held at the Weber State University Davis Campus, 2750 University Park Blvd.
A note on attendance: It is imperative that all participants plan ahead to attend each workshop. It is possible that missing a workshop will make a participant ineligble for the university credits.
Information on Using One Drives for Video Storage
To ensure the privacy of our students, the links to the One Drives have been removed from this web page. Links will be shared with you privately by your cohort instructors.
Power Points: These power points show how to use the One Drives.
Power Point 1: Using Office 365 and One Drive with computer screen shots
Power Point 2: Using Office 365 and One Drive with I-pad screen shots
Helpful Videos on You Tube:
Apple Support Page: Transferring Videos to Your Computer
Try the App "Any Trans" or these ideas to Transfer Video to Your Computer
Information on Using SWIVL Generation 2 Robots to Improve Video Quality
The advantages of using SWIVL: 1) When recording through the SWIVL Capture app, the app will automatically adjust the size of your video so that your video is more manageable. 2) The SWIVL allows you to move freely around the classroom while recording. This avoids videos where the teacher walks in and out of the video.
When recording with a SWIVL, the first steps are to create an account on the SWIVL Cloud and install the SWIVL app on your recording device. The Capture app is preset to upload your videos to the SWIVL Cloud. You can download your video to your computer from the SWIVL Cloud; you can also bypass the SWIVL Cloud and download your video to your computer using I-tunes.
Directions for downloading your video from SWIVL to your computer.
SWIVL robots can be checked out through Dana Ricketts.
You can either pick one up from her office in the Kendall Building, 70 East 100 North, Farmington, or it can be delivered through district mail. Email Dana at email@example.com
For help learning how to use the Generation 2 SWIVL: Power Point
For help learning how to use the Generation 2 SWIVL: Help Document from support.swivl.com
For help learning how to use the new C Series SWIVL: Help Document from support.swivl.com
About Our Master Educators...
Cohort 1 - Grades K through 4: DSD Master Teacher: Piia Pehap (firstname.lastname@example.org); WSU Math Educator: C. David Walters (email@example.com); WSU Student Assistant: Jenna Carter (jennacarter2@firstname.lastname@example.org)
Cohort 2 - Grades 5 through 7: DSD Master Teacher: Celeste Harding (email@example.com); WSU Math Educator: Shawn Broderick (firstname.lastname@example.org); WSU Student Assistant: Melany Batista (email@example.com)
Cohort 3 - Grades 8 through 12: DSD Master Teacher: Ben Elmer (firstname.lastname@example.org); WSU Math Educator: Dr. Rachel Bachman (email@example.com); WSU Student Assistant: Jenna Jay (firstname.lastname@example.org)
Assessment Team - Dr. Cora Neal (email@example.com);
See below what year 1 teachers had to say about the project!
An informal evaluation was given to the teachers who have completed most of the year 1 classes and requirements. Here are some of their comments:
"It helps me to know that others struggle with the same things that I do."
"The collaboration and willingness [of others] to share in the group has helped me with new ideas, strategies, and better teaching practices."
"From being able to see what others are doing in their classroom, I am able to model good teaching practices in my classroom."
"It was nice to see how the strategies I teach in 2nd grade are the foundations to the upper grades"
"It was very helpful to discuss how concepts are introduced and then built upon through consecutive years."
"I leave [class] looking forward to implementing [the strategies] in my classroom."
"[I learned] the importance of children actually EXPERIENCING the math rather than just hearing it. We experienced this ourselves."
"Knowing [that] I have mathematical teaching practices has helped me be aware of my role as a facilitator, not a math “teller.”
"I understand more fully the importance of students interacting, teaching, questioning, etc. together with a facilitator who allows students the opportunity to learn, experience, and solve for themselves."
"This class has helped me use task based learning more effectively and more frequently."
"Watching the videos was eye opening. It showed I needed to give [students] more processing time."
"I learned how to help kids be okay with struggle."
"You have given me ideas of what I can tell my kids on how to have a growth mindset. When they struggle, I need to have the right words to encourage them to keep going."
"I enjoyed learning how to improve the math discussions in my classroom."
"[Before this class] I really did not see the distinction between procedural and conceptual. That was a great conversation."
"The best professional development is being able to practice the strategy and have peers review each other’s work...even after this project is over, I still have work to do to improve. I learned this from…the feedback on my teaching and [hearing] suggestions from other amazing educators."
About The 8 X 8 Project Requirements...
Self-reflection Journals and Videos
...what participants need to know...
Once teachers begin implementing a strategy in their classrooms in new and more meaningful ways, teachers will keep a reflective journal. Prompts could include the following:
(a) Today was my first day focusing on my use of purposeful questions. I implemented the strategy by ___.
(b) Today when I implemented the strategy, I really liked how ____.
(c) Today when I implemented the strategy, I did not like how ____.
Teachers will also be asked to video record their use of the strategy in at least one class. These videos are to be uploaded to a One Drive associated with the DSD Master Teachers. Teachers will analyze the tasks and questions used in the lesson according to Webb’s Depth of Knowledge Categories (Webb, 2002) and record this analysis in their reflective journals.
At the next workshop, teachers will share their videos of their classroom implementation of the new strategy. During the Implementation Sharing workshops, the teachers will be asked to (a) show a video clip that illustrates their use of the practice, (b) share something that went well in their implementation, and (c) ask for advice or input on some aspect of their implementation. The cohort will give collaborative feedback and advice after each presentation.
Note: To improve video quality, it is suggested that teachers use a SWIVL device. SWIVLs can be checked out for this purpose by contacting Dana Ricketts at firstname.lastname@example.org. The SWIVLs can either be picked up at the Kendall Building (70 East 100 North, Farmington) or can be delivered through district mail.
About the principles of professional development central to the project...
This project will draw on the Teacher Needs Based (TNB) model of professional development training developed and researched by H.J.Lee (2005). This model responds to the call for teacher professional development that
- surveys the perceived needs of teachers throughout the project
- facilitates collaborative lesson planning
- relies on active learning activities
- and incorporates meaningful reflection opportunities through video lesson studies and reflective journaling.
This model aligns with the Utah Professional Learning Standards (Utah State Code, 2003) and the larger body of research concerning the best practices for teacher professional development experiences. This includes
- modeling practices through work with grade-level content
- actively engaging teachers in the learning of mathematics by having teachers work through mathematical tasks, activities, and problems
- having teachers discuss, plan, observe, lead, critique, and analyze implementation of these practices
This project recognizes the importance of creating learning communities and values teacher expertise by utilizing master teachers and teacher leaders from DSD so that the workshops will be sustained within the districts after the grant ends
This project emphasizes implementation by video taping teacher use of the strategies learned in workshops, assigning reflective journal tasks of the video taped lessons, and meeting to learn from and analyze implementation videos.
Lee H. J. (2005). Developing a professional development program model based on teachers' needs. The Professional Educator, 27 (1&2), 39-49.
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring Mathematical Success for all. Reston, VA: Author.
Webb, N. L. (2002). Depth-of-knowledge levels for four content areas. Retrieved November 21, 2015 from http://ossucurr.pbworks.com/w/file/fetch/49691156/Norm%20web%20dok%20by%20subject%20area.pdf
Teachers will gain an incredible amount of pedagogical and content knowledge that will improve their overall effectiveness as a teacher.
Teachers will develop close personal relationships with a great group of university and district teachers.
Teachers will build leadership skills within and beyond their cohorts. Lead teachers will emerge and will be included into the planning and implementation of the grant as it progresses.
Teachers will receive up to $800.00 in stipend depending on attendance at the end of year 1. Teachers will receive up to $500.00 in stipend depending on attendance at the end of year 2.
Teachers will earn 3 University Graduate Level Credit Hours for each year in which they participate. These credits can be applied towards a Master’s Degree at WSU or can be transferred to other universities. Three graduate level credit hours have an in-cash value of $948.17!
Thousands of students who will eventually be taught by the 8 x 8 Project teachers are the ones who will gain the real rewards.