Learning Through Harkness  

Variations of Harkness

 

Teachers have been using discussion as a teaching method for centuries. Many teachers are probably also using a variation of Harkness without calling it such. Below are some other class discussion formations and styles that have dialogue at their heart. 

 

The Directed Discussion Method

 

The defining characteristic of this method is the assumption that the teacher has a specific student-aim that should be reached by the end of the discussion. The goals are similar to those of a lecture; however, rather than students being told the content of concept, they arrive at this understanding through questioning that is conducted by the teacher.

 

The Exploratory Discussion Method

 

This discussion method has the potential to empower students. The teacher takes on the facilitator role, ensuring that the main question is explored in depth and as many students as possible have been engaged. There is no “end goal” in an exploratory discussion, and the focus should be on the questioning process. Students are at the centre of these discussions and determine the flow and focus.

 

Fish Bowl

 

This can be used with either discussion model, but works well for larger classes. After splitting the class in half, one portion discusses, while the “outer” group observes and takes notes. Halfway through the class, a switch takes place, either with the same topic or a new one.

 

Four Square Debate

 

This method encourages students to question their opinions, physically. Each corner of the room is labeled (Strongly Agree, Agree, Disagree, Strongly Disagree). The teacher, or other students can pose questions to the group, and they move to their position. Students are encouraged to move if they change their view, or if they are questioning a new perspective.

 

Small Group Discussions/Literature Circles

 

Literature circle are small discussion communities that students engage in after they have learned and practiced dialogue and discussion in the class.

 

Adapted using from I. C Gabler and M. Schroeder, Constructivist Methods For The Secondary Classroom; Engaged Minds, Boston; Allyn and Bacon, 2003.