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Collaborative learning is a defining feature of the academic experience at Newton Country Day. Across disciplines, faculty members intentionally design environments where students learn with and from one another through structured group work as well as student-led academic conversations known as “teacherless discussions.”

Teacherless discussion serves as an umbrella term for a range of student-driven dialogue formats. To participate effectively, students practice essential skills such as “Take Space”— being attentive to the flow of the conversation and confidently contributing when there is a moment for a new idea or response, or “Make Space”—being aware of their presence in the group to ensure that they allow others the opportunity to contribute. Students also learn how to constructively critique ideas, not individuals, focusing on the content of their conversation while also offering commentary that draws connections. They also build experience in how to engage with group members, whether this includes listening actively, waiting to talk, or contributing open-ended questions that facilitate discussion.

Senior Chloe Tranter ‘26 shared, "Class discussions have made me feel more confident in sharing my opinions and speaking up, even when I’m not completely sure my answer is right. Hearing different perspectives from classmates helped me realize there isn’t always one perfect answer." 

Mr. Cole Stephenson, a history and religious studies faculty member, spoke about his Grade 12 World Religions course, where students engage in a dual process of literary analysis and the synthesis of unit content, forging deep connections between scriptural interpretations and broader religious frameworks. “These student-led dialogues are designed to help learners refine their preparation methods for graded discussions while fostering an intuitive understanding of the complex connections that emerge in college-level academic discourse. By navigating these fluid and dynamic environments, students develop a distinct comfort with providing spontaneous analytical commentary, ultimately taking full ownership of their intellectual growth."

In science classes, collaboration is at the heart of the classroom. Students work in small groups that are thoughtfully composed to include a range of strengths, experiences, and perspectives. Dr. Rebecca Sen, Chair of the Science Department, noted, “Whether designing biology experiments, modeling chemical reactions, solving physics problems, or engaging in extended projects such as the Science and Engineering Fair, students participate in hands-on, collaborative problem-solving that encourages them to think critically, refine their ideas, and learn from one another.” By observing students’ discussions, roles, and reasoning in action, faculty gain insight into their understanding, strengths, and areas for growth, enabling more responsive and targeted support. 

Dr. Nicolas L’Hermitte, Chair of the World Languages Department, highlighted the use of the Harkness method, a student-centered and collaborative approach to problem solving and learning. Rather than guiding students towards a single “right” answer, he explained, “everyone sits at the table as an equal participant—teacher included. In this environment, learning a language stops feeling like a performance for an audience of one and starts happening the way it does in real life: through actual back-and-forth, disagreement, clarification, and genuine exchange.” Students talk to each other, not at the teacher, pushing one another’s thinking and asking questions, and they feel the benefit in their day-to-day learning: “I think discussions are most meaningful when they're student-led, and they flow organically with everyone building off each other's ideas in an enthusiastic environment,” junior Johanna Jané-Leonardis ‘27 shared.

One course offered in this year’s Grade 10 Minimester, “Science and Cooking: The Intersection of Chemistry, Nutrition, and Culinary Creativity,” showcased collaborative learning across subjects. In this immersive, hands-on workshop, students stepped into the roles of scientist, nutritionist, and chef to uncover the principles that transform simple ingredients into complex culinary creations. The course was led by Ms. Genevieve Fein, Director of Education Innovation, Ms. Patricia Rockensies, Mathematics Department Chair, and Ms. Catherine Roy, Health and Wellness Curriculum Coordinator. Fein explained, “They are not only working collaboratively to conduct labs and design projects, but also seeing the interdisciplinary nature of chemistry, nutrition, and mathematics. They are experiencing collaborative learning in action through the teaching process, and they are also asked to think collaboratively, bringing in their own experiences to test, design, produce, and then explain.” 

Collaborative learning plays a critical role in helping students develop the Courage and Confidence that are central to a Sacred Heart education. Through student-led discussions and collaborative inquiry, students practice articulating their ideas, engaging thoughtfully with differing perspectives, and taking intellectual risks. They learn to trust their voices while also listening deeply to others, building the confidence to contribute meaningfully in academic settings and beyond. Rooted in the Goals and Criteria of Sacred Heart education, this approach across classrooms at Newton Country Day fosters respectful dialogue, empathy, and thoughtful leadership as students learn to engage with complex questions and world issues.