New Website on Students with Classroom Video Library
Academically Productive Talk (APT)
Today, students are expected to generate ideas, to explain their thinking, and to make and defend arguments using evidence. This requires an entirely different kind of talk–Academically Productive Talk.
The new Academically Productive Talk (APT) website provides resources for teachers and teacher educators to facilitate this necessary pedagogical shift.
This website explores:
- How to initiate and sustain classroom discussion
- The benefits of academically productive talk
- How talk varies across grades and content areas (math, science, ELA, social studies)
- Common discussion challenges and recommended solutions
- Examples of classroom discussion with 50 annotated videos!
Teacher Tip Deck
The Teacher Tip Deck is a companion resource with 35 practical moves for encouraging academically productive talk in a wide variety of contexts.
I was a classroom teacher, and one of the best ways to understand what students have learned and what they’re learning is to hear them talk about it. Discussion gives us such an interesting window into students’ thoughts, and I think that’s why it’s so important to cultivate that as a regular part of any classroom environment.
Dr. Shireen Al-Adeimi, Michigan State University
Note to Researchers:
Videos from the APT website are also available on TalkBank, a site designed for researchers to access video and/or to collaborate on research that involves analyzing talk.
The Academically Productive Talk Project is the product of a collaboration led by the Strategic Education Research Partnership (SERP Institute) with Shireen Al-Adeimi (Michigan State University), Suzanne Donovan (SERP Institute), Leslie Duhaylongsod (Salem State University), P. Karen Murphy (The Pennsylvania State University), Jonathan Osborne (Stanford University), Abby Reisman (University of Pennsylvania), and Catherine Snow (Harvard University). Project directed by Karen Tran (SERP Institute).
The project was made possible by a generous 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.