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
Social Studies
Indian Removal Act of 1830
Social Studies, Grade 6
John Brown and the Raid of Harper's Ferry
Social Studies, Grade 6
Loyalists: Perspectives of Colonists who Opposed Independence from Great Britain
Social Studies, Grade 6
Pocahontas: Why did John Smith Write Competing Narratives?
Social Studies, Grade 6
Explosion of the USS Maine: Analyzing Claims from Different Newspapers
Social Studies, Grade 7
Homestead Strike: Analyzing an Interview with Henry Frick
Social Studies, Grade 7
Was Philadelphia's Crosstown Expressway Racist?
Social Studies, Grade 8
Expansion of the Islamic Empire
Social Studies, Grade 9
Comparing Political Revolutions
Social Studies, Grade 10
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.
