Using Harkness pedagogy to support discussion-based learning
Harkness Pedagogy in a Nutshell
Harkness – or discussion-based learning – refers to a method of teaching developed in the 1930s, whereby class structure moves away from the traditional model of teaching in which the teacher lectures information to students, students copy the information onto paper, and later, they “regurgitate” instructor-fed information back onto tests and essays. In a Harkness class, much of the learning takes place through discussions in which all members of the class must question, contribute, and contemplate in order to learn and succeed. [Adapted from “Harkness Learning” By S. Shapiro]
Harkness – or discussion-based learning – refers to a method of teaching developed in the 1930s, whereby class structure moves away from the traditional model of teaching in which the teacher lectures information to students, students copy the information onto paper, and later, they “regurgitate” instructor-fed information back onto tests and essays. In a Harkness class, much of the learning takes place through discussions in which all members of the class must question, contribute, and contemplate in order to learn and succeed. [Adapted from “Harkness Learning” By S. Shapiro]
Curricular Success: “Own Your Learning”
In the four years I have been practising discussion-based learning, I have seen a notable upswing in overall student effort and output, and the quality of the ideas in the written work I receive is far superior to the work produced when I was the “sage on the stage.”
Discussion-based classes make students entirely accountable for their learning. If they don’t do the reading, they struggle to contribute. If they haven’t annotated, they spend valuable class time flipping through pages, trying to find something they read that they wanted to talk about. The repercussions of incomplete work are experienced in “real time” and students don’t like how this makes them feel: excluded, frustrated, regretful. Usually it takes only one instance of being in this awkward position to prompt a change in work habits. Students recognize that they are responsible for contributing to the learning that happens at the table.
When students are prepared and in a position to add to the conversation, it transfers to their writing. They spend hours together exploring the various concepts that arise out of a piece of literature. I guide them, ensuring that they cover what needs to be covered on a curricular level, but I must allow them to arrive at conclusions on their own time and in their own way. When they do this (and almost invariably, they do) they are proud of their discovery and they remember it. They also want to explore it further in their written work; the term papers I receive are rich with student originality, rather than a regurgitation of pre-approved notions I listed on the board.
So, is the writing itself that much better? When it comes to substance, the answer is unequivocally yes. The content of student work exhibits a depth of analysis and detail I never saw before I started teaching this way. This kind of intellectual ownership, in my estimation, is far more valuable than any well-crafted lecture I could deliver.
Whether we like it or not, life sometimes requires us to speak up. Discussion-based learning obliges students to consider their voices in a universal sense. Discussions present a healthy challenge to quieter boys who, with one-on-one guidance from me, can explore how they wish to be heard without compromising who they are; the goal is never to turn a student into someone he is not, but rather to help him find his strengths and comfort level when it comes to oral communication. Discussions can also serve as a “safety net” for students whose writing is not strong. I often observe boys at the table whose contributions reveal a true understanding of the material, but the essence of this understanding just doesn’t shine through in his writing. There is a wonderful opportunity here to work with that boy, to say to him that I know the ideas are there – we just need to make sure they look as good on paper as they sound at the table. Then he doesn’t have to be frustrated by the writing process, or afraid that essays are the only chances he’ll have to show me that he’s done the work and has something to say about it.
I’ve witnessed extraordinary student growth since adopting Harkness pedagogy – emotional and intellectual growth that extends beyond the curriculum. I could write at length about the daily triumphs and small miracles that result from our explorations at the table. When students are accountable for their learning, when they respectfully consider others’ ideas and opinions through conversation, they retain what they’ve learned and they transfer it to multiple aspects of their course work. Most importantly, they learn to value their thoughts and words; they own their work and they’re proud of it.
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In the four years I have been practising discussion-based learning, I have seen a notable upswing in overall student effort and output, and the quality of the ideas in the written work I receive is far superior to the work produced when I was the “sage on the stage.”
Discussion-based classes make students entirely accountable for their learning. If they don’t do the reading, they struggle to contribute. If they haven’t annotated, they spend valuable class time flipping through pages, trying to find something they read that they wanted to talk about. The repercussions of incomplete work are experienced in “real time” and students don’t like how this makes them feel: excluded, frustrated, regretful. Usually it takes only one instance of being in this awkward position to prompt a change in work habits. Students recognize that they are responsible for contributing to the learning that happens at the table.
When students are prepared and in a position to add to the conversation, it transfers to their writing. They spend hours together exploring the various concepts that arise out of a piece of literature. I guide them, ensuring that they cover what needs to be covered on a curricular level, but I must allow them to arrive at conclusions on their own time and in their own way. When they do this (and almost invariably, they do) they are proud of their discovery and they remember it. They also want to explore it further in their written work; the term papers I receive are rich with student originality, rather than a regurgitation of pre-approved notions I listed on the board.
So, is the writing itself that much better? When it comes to substance, the answer is unequivocally yes. The content of student work exhibits a depth of analysis and detail I never saw before I started teaching this way. This kind of intellectual ownership, in my estimation, is far more valuable than any well-crafted lecture I could deliver.
Whether we like it or not, life sometimes requires us to speak up. Discussion-based learning obliges students to consider their voices in a universal sense. Discussions present a healthy challenge to quieter boys who, with one-on-one guidance from me, can explore how they wish to be heard without compromising who they are; the goal is never to turn a student into someone he is not, but rather to help him find his strengths and comfort level when it comes to oral communication. Discussions can also serve as a “safety net” for students whose writing is not strong. I often observe boys at the table whose contributions reveal a true understanding of the material, but the essence of this understanding just doesn’t shine through in his writing. There is a wonderful opportunity here to work with that boy, to say to him that I know the ideas are there – we just need to make sure they look as good on paper as they sound at the table. Then he doesn’t have to be frustrated by the writing process, or afraid that essays are the only chances he’ll have to show me that he’s done the work and has something to say about it.
I’ve witnessed extraordinary student growth since adopting Harkness pedagogy – emotional and intellectual growth that extends beyond the curriculum. I could write at length about the daily triumphs and small miracles that result from our explorations at the table. When students are accountable for their learning, when they respectfully consider others’ ideas and opinions through conversation, they retain what they’ve learned and they transfer it to multiple aspects of their course work. Most importantly, they learn to value their thoughts and words; they own their work and they’re proud of it.
