Comparing Exeter's Harkness Math Seminars and Building a Thinking Classroom Approaches

Exeter Harkness Math Seminars and Building a Thinking Classroom:

This article examines the pedagogical similarities and differences between the Exeter Harkness Math Seminars approach and the framework of Building a Thinking Classroom. While both models emphasize student-driven discussion, critical thinking skills, and teacher facilitation rather than lecture, key distinctions emerge. The Exeter Method centers specifically on math education at the secondary level, facilitated through oval table discussions analyzing math problems. Building a Thinking Classroom encompasses broader thinking skills across subjects and age groups, through explicit instruction in metacognition and use of visual tools. While Exeter prioritizes preparation via problem sets, Building a Thinking Classroom scaffolds preparation diversely. Both notably draw on vertical space to visualize thinking. This analysis finds overlap in student-centered, discussion-driven aims, but differentiation in scope and strategies. Exeter Math Seminars represent subject-specific, discussion-based pedagogy, while Building a Thinking Classroom codifies a cross-disciplinary framework focused directly on thinking skills. The shared goals yet distinct approaches suggest possibilities for synthesis and complementary integration of these models.

 

Similarities:

- Both emphasize student-centered, discussion-based learning rather than lecturing. Students are active participants in the learning process.

- Both aim to develop students' critical thinking skills through thoughtful discussion and collaboration. The teacher acts as a facilitator rather than lecturing.

- Both value listening, respect for others' ideas, and constructive dialogue as part of the learning process. Students learn from engaging with each other.

Differences:

- Exeter Harkness Math Seminars focus specifically on math education at the secondary school level, while Building a Thinking Classroom is a more general pedagogical approach applicable to various subjects and age levels.

- Exeter Harkness Math Seminars involve students sitting around an oval table with the teacher, discussing math problems and concepts. Building a Thinking Classroom does not require a particular seating arrangement or focus on math.

- Building a Thinking Classroom provides a broad framework for how to structure lessons, assignments, assessments etc. to develop thinking skills. Exeter Harkness Math Seminars are a format focused just on math discussion.

- Exeter Harkness Math Seminars have students prepare for the discussion ahead of time by working through problems. Building a Thinking Classroom may incorporate different forms of pre-discussion preparation.

- Building a Thinking Classroom emphasizes more explicit teaching of thinking skills and processes. Exeter Harkness Math Seminars focus more on discussion of mathematical concepts themselves.

You raise a good point. I don't believe I mentioned the use of vertical spaces as a similarity in my previous response, but you are correct that both Exeter Harkness Math Seminars and Building a Thinking Classroom emphasize using the board or vertical surfaces to visually work through problems and thinking processes.

Additional similarities regarding use of vertical space:

- In Exeter Math Seminars, students are encouraged to go to the board to work through math problems and show their thinking step-by-step for the whole group. This allows their thought processes to be visible.

- In Building a Thinking Classroom, teachers make use of boards, charts and visual tools to map out thinking skills, capture student ideas, show connections, etc. 

- The vertical space allows thinking to be displayed visually, which supports student discussion, collaboration and metacognition. 

- Both approaches value the power of visualizing thinking to strengthen understanding. Writing or mapping ideas on the board externalizes and clarifies thinking.

Both Exeter Harkness Math Seminars and Building a Thinking Classroom emphasize use of vertical surfaces to make thinking visible and promote collaborative problem-solving and analysis. Thank you for pointing out that important similarity that I had overlooked.

In summary, both share a student-centered discussion-based approach, but Exeter Harkness Math Seminars apply this specifically to math education, whereas Building a Thinking Classroom is a more comprehensive pedagogical framework. The goals are similar, but the methods differ in their scope and specifics.