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Discussion Based Learning

What is Discussion Based Learning?

Discussion Based Learning uses dialogue, led by, and between students to explore subjects, build knowledge and develop critical thinking. It shares many characteristics with problem-based learning. Sometimes described as the Harkness method, in this toolkit the approach is adapted to be flexible to the size of UK classes (Geographical Association,2023).

In this section, principles of Discussion Based Learning are introduced. Self-guided resources are:

  • Learning approach: how learning takes place in Discussion Based Learning, and the role of teacher and student in the classroom process.
  • Video: Discussion Based Teaching: in this 4-minute video, Columbus Academy in the US describes how it uses discussion-based teaching to engage and motivate students.
  • Explore further: Additional resource links and videos to explore to support Discussion Based Learning

Quick Links for Discussion Based Learning 

Learning approach: In discussion-based learning, teachers are facilitators, who create a democratic learning environment in which students are encouraged and supported to take the lead in classroom discussion through peer-to-peer dialogue and discourse. Students build their knowledge, skills, and critical reasoning through peer and teacher dialogic interactions, rather than through traditional didactic teacher transmission of subject information.  Evidence suggests dialogue-based group discussion strategies support the development of critical thinking and reasoning, problem solving, and a deeper understanding of the subject area, as well as building student communication skills (Edutopia,2023).

Video: In this 4-minute video, Columbus Academy (2017) in the US describes how using discussion-based teaching allow contributions from all students.

How learning takes place: Students use the discussion space to explore the problem or scenario within the group, building group knowledge from individual contributions and perceptions beyond that of single students. Problem solving through discussion-based learning involves proposals being identified, tested, and evaluated as a group. The problem or scenario of the discussion should be new to students, allowing assumptions to be tested, different viewpoints presented, and logic to be applied for students to come to conclusions. Dialogue moves from a teacher -student transmission, to a multiple student peer interaction model. However, care must be taken that groups of students are manageable for the individuals concerned, and allow for all students to engage with, and contribute to discussion meaningfully (Edutopia, 2023).

Discussion Based Learning
Discussion Based Learning Process

Explore Further: Resources to support discussion-based learning

Video: Harkness according to students: Harvard (2016) Graduate School of Education video, actors voice the experiences of high school students in a discussion-based educational program.

Encouraging quality classroom discussions

Edutopia (2023) explore how to encourage quality classroom discussions (US).

Dialogic teaching

The Geographical Association (2023) explore how dialogue can be used in the classroom (UK).

Three key principles for improving discussion-based learning in college classrooms

This research discusses three ways to promote discussion-based learning in the classroom (US) (Garett, 2020)

How to develop independent student discussion

Voice 21 (2022) discuss how to develop independent student discussion (UK)

Advantages: Evidence suggests that discussion creates opportunities to build critical thinking and reflection, develops students’ ability to independently weigh up evidence to create a judgement, and develop group learning skills including negotiation, communication and listening skills. Studies report greater student satisfaction from developing independent learning through dialogue, and deeper learning opportunities (Voice 21, 2022).

Cautions: Teachers need to plan for the skills students will need to use in discussion-based learning to be developed through careful planning of sessions, including the use of questioning, scaffolding of responses, modelling of group behaviours, and targeted support for specific students. Students with additional learning needs may need additional support to work effectively as a group. In addition, expectations need to be clear that all students will contribute to discussions to ensure all students learn and contribute from discussion-based sessions (Geographical Association, 2023).