Learning for Life
I witnessed extraordinary student growth after adopting Harkness pedagogy in my classroom – personal, emotional, and intellectual growth that extends far beyond any prescribed curriculum and well into adulthood. I could write at length and with passion about the daily triumphs and small miracles that resulted from our explorations at the table. However, a true proponent of discussion-based learning should always let the students do the talking. In light of this, I feel a brief – and for me, unforgettable – anecdote should suffice as a truly illustrative example.
In October 2015, one of my Grade 11 students lingered after class to speak with me. He was concerned that the class wasn’t achieving optimal results from its discussions, and that this would affect his academic performance in the course. He cited the large class size as the main reason for this, because it made it difficult for quieter students to speak up, and created an unhealthy sense of ‘urgency’ in the class: students felt compelled to ‘just say something’ because they were being evaluated on it, and with so many people at the table they were worried that they would get low marks if they didn’t force their points into the discussion before it was over. This caused the quality of discussion to plummet, as the students had stopped listening and reflecting before making contributions.
While thoroughly impressed by the student’s courage in bringing this up, it made me feel painfully vulnerable – like I was failing them in some way. Not so, as it turns out. What followed is precisely one of the skills discussion-based learning is designed to nurture in students: the ability to take initiative and work together to solve problems.
I suggested to the student that he facilitate a class discussion about discussions. He was reluctant at first; it was clear he wanted me to ‘fix’ it. Eventually he agreed, and put together a list of topics he felt were important to cover. We worked together on how to formulate his prompts and questions to ensure the discussion would elicit productive responses, and he had my assurance that I would be there, if necessary, to right the ship should it begin to tilt a little too much.
The discussion was incredible. He facilitated the whole thing; I was in the background, taking notes and supporting him with my silence. The students were respectful and collaborative. It took up the whole period. By the end of the class, the group had landed on a set of four principles that would guide their discussions for the rest of the year (see below). This was not a planned outcome. It arose naturally out of the discussion. They asked that I post them on our course webpage so that they could refer to them regularly, and especially when discussions threatened to derail.
This was one of the most inspirational moments I’ve had since I began teaching nearly twenty years ago. It is important to note, as well, that this student was not a particularly high-achiever. He was an average student who often flew under the radar and didn’t always put in the effort required to earn the marks he wanted or deserved. That he took up the initiative that transformed how an entire classroom of students performed at the table is truly remarkable. And they stuck to their principles. They created them, and they honoured their creation.
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