Going Beyond the Lecture

The Harkness Model Develops I st Form Students’ Discussion Skills

Throughout the year, I st Form students can be found sitting in a conference style circle, deeply engaged, participating in lively discussions as they conduct student-led classes using the Harkness Discussion Model as their guide. The Harkness Discussion Model, developed at Phillips Exeter Academy, NH in 1930 and widely implemented in high schools and colleges around the world, has become a common style of learning in Rumsey’s I st

Form classroom. Students are face-to-face with one another, rather than sitting in rows looking at the backs of other students and the teacher standing in front of the class. The teacher sits to the side, though may periodically join in the discussion to help direct it or make comments when the discussion is complete. I st Formers become confident and independent learners who involve themselves deeply in the material they are uncovering in class through collaboration. It enhances their communication and critical thinking skills, as well as helps them to learn more effectively.

At various times during the week, students enthusiastically gather and embrace active roles in their learning. As they work to prepare their discussions, I st Form teacher Mrs. Saxe supports them in their reading, helps them compose discussion points and answers any questions that arise. Once the discussion begins, students

“It helps us understand choose various roles such as organizer, leader, what we are learning with more detail.” summarizer, evidence detective, questioner, debater and analyzer so that everyone has the —Caroline Schlumberger ’23 opportunity to contribute to the conversation. As Mrs. Saxe says, “It’s about collaboration, and every voice is equally important. Students develop the courage to take risks, assert themselves and speak up and the ones who are naturally more dominant, learn the compassion to listen and respond thoughtfully to their peers.”

The I st Form classroom is buzzing with excitement during Harkness discussions and using this strategy has helped create a stimulating learning environment that encourages students to dig deeper into what they are reading while taking charge of their own learning.

“We are in control during Harkness and the teacher doesn’t have to tell us what to do. Instead the leader directs the class into the discussion.”

—Liam Schereschewsky ’23 “I like the way we all communicate with each other and make eye contact, and that we are in charge of each other.”

—Shea Mulhern ’23