What is Discussion-based Learning?
History of Harkness
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The term and practice of ‘Harkness’ pedagogy was developed in the 1930s at Phillips Exeter Academy in New Hampshire by its namesake, Edward Harkness. A philanthropist of considerable means, Harkness approached Exeter with a proposal: if the school was willing to adopt an experimental method of teaching and learning that was largely student-directed, he would bequeath the school with a generous financial donation. Following some negotiation, most of which was rooted in the school’s proposals being deemed ‘‘not radical enough’’ by Mr. Harkness, PEA
eventually committed to moving away from the traditional model of teaching in which the teacher lectures. . . the students copy the information onto paper, and later, they ‘regurgitate’ [it] back onto tests and essays. In a Harkness class learning takes place through discussions held around a circular ‘Harkness table’.
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Discussion Defined
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Not to be conflated with seminars, debates, or Q+A sessions, learning through discussion comes with its own set of protocols, practices, and especially rewards.
Instead of customary lecture-based classes, at Phillips Exeter Academy and a growing number of educational institutions across North America, including Harvard and Yale, certain or all learning takes place through organic student-led discussions.
Here, the teacher takes on the role of active observer, recorder, and guide, while students navigate their ideas in a collaborative, supportive ‘round table’ setting: ‘‘Sitting at the table, all members of the class must question, contribute, and contemplate in order to learn and succeed.’’
Discussion-based classes make students entirely accountable for their learning. If they don’t do the preparatory work, they have nothing to contribute to the discussion. This kind of learning structure obliges students to consider their voices in a universal sense, whether through writing or the spoken word. When students are accountable for their learning, when they discover their opinions through the respectful exploration of others’ opinions, they retain what they’ve learned and they’re proud of it.
This intellectual ownership is demonstrated time and time again in the work they produce. The content of student work exhibits a depth of analysis and detail I never witnessed before I started teaching this way. This kind of intellectual ownership, in my estimation, is far more valuable than any well-crafted lecture a teacher could deliver. It is inspiring and humbling.
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Source: S. Shapiro, ‘‘Harkness Learning’’
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For more information. . .
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Phillips Exeter Academy: “High School is Different Here”
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National Association of Independent Schools (USA): “Introducing & Using the Discussion”
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