The Harkness method is a teaching style where students sit in an oval configuration and discuss ideas with minimal teacher intervention. It originated at Phillips Exeter Academy to encourage open discussion like in a Socratic seminar. Teachers guide discussion to student ideas and reasoning skills rather than lecturing. While it works best for smaller classes, its goal is to have students develop their own understanding through discussion rather than relying on the teacher.

1. Harkness
method

2. The Harkness table, Harkness method, or Harkness discussion is a
teaching and learning method involving students seated in a large, oval
configuration to discuss ideas in an encouraging, open-minded
environment with only occasional or minimal teacher intervention.

3. Overview
Harkness method is in use at many American boarding schools and colleges and encourages classes to be held
in a discursive manner. The style is related to the Socratic method. Developed at Phillips Exeter Academy,[1]
the method's name comes from the oil magnate and philanthropist Edward Harkness, who presented the
school with a monetary gift in 1930. It has been adopted in numerous schools, where small class-size makes it
effective, but it remains impractical for larger classes. There are also downsides for students who are not good
in taking notes. They must first learn the strategies in proper note-taking in the classroom. Harkness described
its use as follows:
What I have in mind is [a classroom] where [students] could sit around a table with a teacher who would talk
with them and instruct them by a sort of tutorial or conference method, where [each student] would feel
encouraged to speak up. This would be a real revolution in methods.

4. Harkness learning can vary, most notably between
humanities subjects such as English and history and
technical subjects such as math or physics.[3] There are
general principles and goals, however, that go along with
that method regardless of subject matter. The main goal is
to encourage students to come up with ideas of their own
and learn good reasoning and discussion skills. Depending
on style, the teacher may interact very little, interjecting
only to guide the discussion.[4]

5. whole group discussion method
The Whole Group Discussion Technique follows the Harkness Method. It involves interaction throughout the
class instead of the teacher simply delivering a lecture with students listening. Many teachers today prefer
this approach because of heightened communication between the mentor and students. There are
advantages and disadvantages in using this method. Auditory learners find this style more interesting. They
are able to keep information completely since sounds reinforce the information. This process includes use
of musical notes, memorization of lists, voice recordings, and chants for memorizing history terms.[Teachers
are able to check what students retain through questioning. Students can concentrate on their lessons and
feel more at ease in asking questions during discussions.

6. However, the Whole Group Discussion approach calls
for effective classroom management by teachers.
Otherwise, it may be too disturbing for them to
implement ground rules for students. There are also
downsides for students who are not good in taking
notes. They must first learn the strategies in proper
note-taking in the classroom. There are strategies in
effective implementation of Whole Group Discussions.
The Think-Pair-Share is commonly used for lower
elementary pupils to persuade the children in
acquiring listening and speaking skills. Philosophical
Chairs is another strategy wherein teachers read
sentences or topics with only two likely responses. It
is either agree or disagree. Each group of students
defends the position it adopted. Fishbowl is one of
the most popular classroom discussion techniques. A
group of two up to four students sit facing one
another at the center of the classroom. The other
students sit around their peers. Those at the middle
discuss the selected subject matter or question while
the others take notes related to the dialogue. The
other strategies include Concentric Circles Strategy,
Gallery Walk, Pyramid Strategy, and Carousel Walk.

7. Misconceptions

8. - It’s wrong to assume that student-led dialogue is light on content.
Quite the contrary, successful dialogues are all knowledge-based. A
good dialogical teacher understands this and so puts in place a
consistency of expectation and assessment that prevents a blind-
leading-the-blind scenario. A good Harkness lesson starts from
significant preparatory work, student questions, rigorous standards for
participation, and a teacher who guards the process carefully. Teachers
who set the prep work and demand that students follow through will
cover prescribed course content just fine. It’s not a soft regime, except
where it’s misunderstood.

9. - It’s just an assumption that teacher-led lessons are necessary to meet
performance outcomes. We often think this way: teachers ‘know the
system,’ can ‘explain the exam,’ and so on. Teachers act as a kind of
guide through dangerous territory. Perhaps there is some truth in this
and there is something to be said for teachers speaking frankly to a
class about their experience and insight of an assessment system,
having been through it many times before. Nevertheless, it is also
perfectly possible to construct a genuine dialogue around the system
itself, with students taking responsibility for interpreting the course, its
components, assessment system, etc. It’s a question of setting up that
dialogue carefully and thoughtfully, rather than just leading the class on
a guided tour.

10. So, Harkness can nurture genuine academic performance and
isn’t just a cozy learning environment. But the question then
arises of how schools can make the shift towards this
philosophy. The most important step is obvious – just give it a
go! Set up the parameters of your dialogue, explain your
objectives to the class, and take the risk of trying something.