The next creative approach introduced to many of the primary
schools is the Mantle of the Expert. It was created by Professor
Dorothy Heathcote to give pupils more opportunities and take ownership in their
learning.
Mantle is
not a clock by which a person is recognized. This is no garmet to cover. I use
it as a quality: of leadership, carrying standards of behavior, morality,
responsibility, ethics and the spiritual basis of all action. The mantle
embodies the standards I ascribe to. It grows by usage, not garment
stitching.’
(Heathcote,
2009)
The
aim of this approach is to put a child in the centre of learning. Teachers and
children take different roles and responsibilities, as experts, in a fictional
setting, as a company or team. The content that needs to be explored is viewed,
shared and learned from different perspectives. The main aim is to create
learning that captures real life experiences. Each task has purposes and clear
learning outcomes (Sayers, 2011).
This form of learning has elements of inquiry because students may
develop interest in the subject area their learning and continue that learning
in their own time. Additionally, it provides cross-curricula learning which is
well suited for a primary school setting.
There are a numerous
benefits for children’s learning and for teacher’s pedagogical methods. It is a
process where multiple learning outcomes occur in one session. Children develop
reflective and problem solving skills, engagement and encouragement to find the
answers, work as a team, collaboration, drama and acting skills. More
importantly it is based on a real world context which is existing and
authentic. The teacher’s role is also important to create conditions and rules
of the way learning needs to progress (Frase and Aitken, 2013). The significance of this
creative approach gives children plenty of different roles and responsibilities
for the part of the job they are doing. In this form of learning they use their
imagination and creative skills. It builds their inquiry for further learning.
Additionally, this approach closely links to Csikszentmihalyi’s (1997) ‘flow’
learning when children take leadership of their learning. In the second
element: the enterprise, company and responsible team, children learn how to
take responsibility for their role, work as a team and collaborate between each
other. As Csikszentmihaly’s ‘flow’ learning, children acting as a business that
needs agreement on how to operate and work as successful company. This learning
takes a form of flow which has meaningful purpose with beneficial outcomes.
It allows children to come up with collaborative learning agreement of
shared values, purpose and aims (Joar, 2000).
We also had the
opportunity to experience, explore and examine Mantle of the Expert. In groups
we had to come up with a strategy for a business that will build a bridge in
Swansea. As a team we created our company “Building Bridges” and shared
responsibilities and roles between us.
In this learning process I expanded and used various techniques
and skills, such as negotiation, analysing, sharing, creating and many more.
This form of learning also has positive outcomes for me as a student. It boosts my self-esteem, motivation and
self-belief. Each member of group was involved because roles and responsibilities were shared equally. The only concern could be with its implementation. When
Mantle of the Expert is introduced to schools for the first time, some teachers
may struggle how to successfully implement it. This is why training for
teachers and educators is very important.
Reference
Csikszentmihalyi, M. (1997) Finding Flow: The Psychology of Engagement
with Everyday Life. New York: Basic Books
Joar,
V. (2000) ‘Mihaly Csikszentmihalyi, Finding Flow. The Psychology of Engagement
with everyday life’. Journal of Happiness
Studies. 1, pp.121-123
Sayers,
R. (2011) ‘The implications of introducing Heathcote’s Mantle of the Expert
approach as a Community of Practice and across curricular learning tool in a
Primary School’. English in Education.
24,1, pp.20-35
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