The Academically Productive Talk Project's
Video Library
These videos are windows into authentic classrooms in which teachers are at various stages of learning to use APT as a pedagogical tool. While several of these videos feature teachers who have received training in APT, the video archive is not intended exclusively as a showcase for high quality practice. Rather than serving as models, the videos are intended to provide common referents for discussion about APT.
Guiding Questions for Viewing Videos: Launch copy of Google Doc or Download PDF
Math
Decompose Numbers: 1-10
Math, Kindergarten
Understanding More and Less
Math, Kindergarten
Comparing Subtraction Strategies
Math, Grade 2
Subtraction on the Number Line
Math, Grade 2
Definition of Mathematical Volume
Math, Grade 5
Methods for Finding the Volume of an Object
Math, Grade 5
Multiplication of Fractions
Math, Grade 5
Matching Graphs
Math, Grade 7
How Many Squares are in the Border of a 10x10 Grid?
Math, Grade 8
Payment Plan
Math, Grade 8
Calculating a Car's Depreciation
Math, High School
Factoring Polynomials: Explanation Quiz
Math, High School
Factoring Polynomials: Warm Up
Math, High School
Simplifying Logarithms
Math, High School
Video Libary
Select video footage accompanies most pages on this website to illustrate important aspects of Academically Productive Talk. More complete and annotated classroom footage is also available in the Video Library.
Explore the Video Library now.
Teacher Tip Deck
The APT Tip Deck is a handy resource offering dozens of practical teacher moves to support Academically Productive Talk.
Look for links throughout this site or open the complete APT Teacher Tip Deck now.
Community Forum
Welcome to the Academically Productive Talk Community Forum. We hope this site creates an opportunity for educators to learn from each other. Please share how you are using this resource and how APT is going in your classroom.
The Academically Productive Talk Project was made possible by a grant from the Spencer Foundation #202000131. The views expressed here are those of the authors and do not necessarily reflect the views of the Spencer Foundation.
