In this discussion, students try to clarify areas of confusion among themselves. They puzzle through complicated scientific ideas and ask their peers for help. They wrestle with questions ranging from the definitional -- what is organic -- to the societal -- how does policy get created. In this discussion, students mention cisgenic organisms, which are organisms that contain a mixture of genes from within the species. Transgenic organisms contain a mixture of genes that come from other species.

As the students grapple with the question of whether to serve genetically modified potatoes in the school cafeteria, the teacher uses strategies that encourage all students to voice their ideas and questions, to distinguish scientific evidence from opinion, and to critique their own and others' ideas.

Students put their knowledge to work: every student must take a stand on whether to serve genetically modified potatoes in their school cafeteria – and to give evidence for their reasoning.

Once the students understand the biology of genetically modified organisms, the teacher helps students deepen their learning by assigning further reading and asking students to imagine possible applications of GMO technology.

Common classroom experiences anchor discussions and level the playing field for all students. Setting the stage for discussion includes a review of relevant investigations or activities.

An essay detailing the purposes, functions and benefits of academically productive talk including the Talk Goals and Moves chart.

A brief overview of teacher tools that promote student discourse in the classroom. A summary of why spend your time on talk in the science classroom and its functions.

A table of different verbal and non-verbal tools that help students participate in science discourse. Contains examples of productive talk moves.