What is Mantle of the Expert?
The Mantle of the Expert is
a dramatic-inquiry based approach to teaching and learning which was invented in
the 1980’s by Professor Dorothy Heathcote. She creatively came up with an
theory that children would learn curriculum through a dram based approach.
As the children are working through
the curriculum they are acting as if they are experts in particular path of
work. For example a manager of a store. Throughout this learning theory the
classroom dynamic changes from its original construction, children take a more
active role in their learning so the teacher is relying on the children instead
of the children relying on the teacher. The teachers’ role in this theory is
step back and guide the children through the given task stated.
Why use Mantle of the Expert?
When using the mantle
of the expert, by treating the pupils as experts it can raise their confidence
and engagement in learning. It can benefit the pupil by:
²
Increasing
communication skills
² Increasing
teamwork
²
Increasing
decision making
²
Increasing
critical thinking – independent thinking
² Encouraging
creativity
Overtime the children
learn responsibility, the appropriate language and social behaviour skills to
use, which helps them to adapt their role as an expert.
This technique can
allow schools to address problems and issues which currently happening outside
of the school environment, which will help pupils gain an understanding.
By using the
technique the teacher can incorporate more than one subject into the activity
rather than learning one subject at a time. It’s a creative way to blend more
than one aspect of the learning curriculum into one.
Experience
I got to experience
using this teaching and learning technique on as a part of one of the modules
on my university course. We were split up into 4 different groups, each were
running our own construction company and requested design and build a bridge for
the council. Within our groups we were
given individual roles and had to work together successfully to produce our end
product.
We chosen to
build a suspension bridge but on the day of building the bridge our end product
didn't turn out the way we planned.
Personally, I enjoyed
using this technique; however I didn't really like the task given. This could
suggest that there could be a gender difference in performance and involvement
when given a particular task using this technique.
In my experience, the boys
really got stuck into the task and enjoyed their role, upon the day of building
the bridge they really excelled and got creative; using the saws, hammer and
nails. However, if the scenario was different and we had to run our supermarket
I’m not quite sure they would've been as interested.
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