School Gate: Can a table really change learning?

Naughty or shy pupils who use the back of the classroom as a haven for daydreaming or mischief could be in for a nasty shock if a teaching scheme being adopted by a leading educationalist takes off.

Antony Seldon, Master of Wellington College, is replacing traditional lessons with boardroom-style seminars at which every pupil - no matter how withdrawn or inarticulate - must contribute. If the trial proves successful, it is likely to be adopted by other schools in Britain.

The “Harkness method” lessons, first pioneered in the US in the 1930s, replace the previously unchallenged classroom layout of a teacher authoritatively lecturing to children sitting behind massed ranks of desks.

According to the method envisaged by the philanthropist Edward Harkness, teenagers are not taught from the front of the class, but instead sit around a large oval table, as if they were at a business meeting or a university tutorial.

Dr Seldon, a political historian and Tony Blair's biographer, took 30 staff to the United States to see Harkness lessons in action. He claims that it is the most profound change in secondary school teaching in 25 years.

“This is much more in tune with what universities and captains of industry want - people who can take responsibility and be articulate,” he said. “The key difference from traditional lessons is that it is active rather than passive.

“This is where British education has gone wrong, in basing too much around teaching rather than pupil learning. Research shows pupils learn more from each other rather than from teachers.

“Using this method they take responsibility for their own learning. Pupils are set a Shakespeare play or period of history or chemistry problem to study beforehand. They then take ownership of it and it puts them in the driving seat.

“We all remember the children who sat at the back of the classroom and messed about, effectively removing themselves from the learning process. It's such a powerful change.”

Dr Seldon said that the method worked best in classes of about 14 pupils. It was adopted as a way of teaching sixth-form lessons at the start of this term, but will eventually be introduced among younger age groups.

He added: “A good teacher will keep the conversation going and ensure all pupils are involved and encouraged to speak. When they take responsibility for themselves, the learning goes down much deeper.”

Anya Nelson, 16, who is taking A levels in English literature, economics, maths and music, said: “I think it will be really good preparation for the world of work, because it mirrors conferences and the independent way of working at university.”

Luiz Pastore, 17, who is taking economics, history, maths and Spanish, said: “I'm quite shy, but as long as you have prepared your subject it makes you confident. It encourages you to learn more about the subject because you would feel a bit stupid if you didn't have anything to contribute.”

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