1. Harkness debates

2. Purpose of harkness To support deep thinking
To explore complex topics and problems and attempt to answer difficult questions in a collaborative way
To allow students to demonstrate a depth of understanding and teachers to assess knowledge

3. History of harkness
On April 9, 1930, philanthropist Edward Harkness wrote to Exeter School’s Principal Lewis Perry regarding how a substantial donation he had made to the Academy might be used:
"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."
The result was "Harkness Teaching," in which a teacher and a group of students work together, exchanging ideas and information, around a table.

4. Harkness discussion
‘The influence of schools is over-played. Background, environment and genes are the best predictors of educational success.’ Discuss.

5. Steps Step 1: Read the material/immerse students in content
Step 2: Warm-up
Step 3: Plan (this could precede step 2)
Step 4: Discuss
Step 5: Debrief
‘The influence of schools is over-played. Background, environment and genes are the best predictors of educational success.’ Discuss.

6. Read the text… Predict: I predict...because
Question: Who? What? Where? When? How?
Clarify: Any words I am not sure of…?
Summarise: This text is about
‘The influence of schools is over-played. Background, environment and genes are the best predictors of educational success.’ Discuss.

7. Step 3: Plan
Use the planning sheet (and remind about the three pillars of persuasion)

8. Step 4: Discuss (remember protocols)
Listen carefully.
Don’t address the instructor. Make eye contact with the person whose points you are addressing. Look around the table; let people know that they’re included. Use names to focus interaction.
Stick close to the text in discussion. Keep the text open. When appropriate, be prepared to cite specifics in the language of the text to support, challenge or question. The discussion is not a test of memory.
Collaborate, don’t compete. It is not a debate, but a discussion. Discussion is collaborative: multiple sides work toward shared understanding. Debate is oppositional: opposing sides try to prove each other wrong.
Don’t raise hands; take turns speaking. It is OK to “pass” occasionally if asked directly to contribute.
Affirm comments made by other students. Encourage others to clarify or expand ideas that might be foggy. Ask for more information or further explanation. Don’t hesitate to summarize. Discuss ideas rather than one another’s opinions.
Challenge politely if you disagree. Let any student finish phrasing a question or developing an idea before you jump in. Clarify a difference of opinion first.
Be sure that the class is content with the exploration of one topic before heading off into new territory. In moments of silence, determine whether the group is wrestling with an idea or passage, or whether to pursue a new line of inquiry. Ask each other: Can we summarize the discussion so far? Did we take it as far as it could go? Are we content?
You are responsible for the success of the discussion. Prepare and participate thoughtfully. Don’t blag, if you don’t know; admit it and move on.
‘The influence of schools is over-played. Background, environment and genes are the best predictors of educational success.’ Discuss.

11. ‘Developing’ harkness: The majority of students spoke
‘The influence of schools is over-played. Background, environment and genes are the best predictors of educational success.’ Discuss.
‘Developing’ harkness:
The majority of students spoke
There were some logical arguments, but some comments that did not build on each other
There was some domination of the discussion
Evidence was not always used to back up opinions
‘Confident’ harkness:
Every student spoke, using sentence stems
Logical arguments were made and points were linked to each other
There may have been disagreement but there was mutual respect
No students dominated the discussion
Participants used evidence and in depth knowledge to back up their opinions
Participants begin to use persuasive devices

12. Questions/problems/reflections
How do you differentiate the text?
What is progression?
What is the difference between socratic seminar and harkness?

13. Steps Step 1: Read the material/immerse students in content
Step 2: Warm-up
Step 3: Plan (this could precede step 2)
Step 4: Prepare critique partners
Step 5: Discuss
Step 6: Feedback
‘You can’t fatten a pig by weighing it’. Discuss with reference to the English exams system