Curriculum Design: Mantle of the Expert

Dorothy Heathcote (29th of August 1926- 8th October 2011)

The Mantle of the Expert was created and developed by Professor Dorothy Heathcote in the 1980's. It is a student-centred and drama-inquiry-based approach to teaching and learning. This specific approach allows students to dictate their own learning. 

What are the characteristics of this curriculum design?

1. Student centred
2. Teacher is responsible for the planning and direction of the lesson
3. Children are 'Imagined Experts'
4. Relevant to other subjects within the curriculum
5. Experiential learning 
6. Improves key skills

Benefits

1. A focus on learning through play and first hand experiences.

2. Staff commitment to reflective teaching and professional development.


3. Time to work at depth rather than 'Coverage.'


4. A motivational curriculum that is relevant to 21st century education.

5. Incorporation of pupil voice.


6. Opportunity for pupil involvement in reflective learning.


Heathcote (2002) stated that:

I introduced mantle of the expert work when I was trying to help teachers who did not understand creating tension by being playwrights and to cut out the need for children having to act, or express feelings and behave like other people (Dorothy Heathcote, 2002, p.4).

Heston (1993, p. 35) specified that the teacher’s role is to 'create the conditions whereby a mantle of leadership, knowledge, competency and understanding grows around the child.' This approach assumes a progressive view of learning that responds to the needs of the child.

'In order for Mantle of the Expert to work at its best, the teacher needs to be conscious of, and adept in, all three of these modes of teaching' (Abbott, 2007, p. 36).

Inquiry Learning involves problem solving, asking questions and conducting research

Drama for learning involves both students and teachers working in and out of roles. It requires students to think beyond their own points of view.

Expert framing asks children to think about their learning in a new way. The teacher needs to be conscious of all three modes of learning in order for learning to work best.


Heathcote and Bolton (1994) listed 10 core elements of the Mantle of the Expert practice, which are listed below.

This is a video provided by the BBC of Dorothy Heathcote (1980) delivering a lesson to a class of Burgess junior school children. In this video the class participated in the running of a 'Shoe Factory'. This lesson was influenced by 'The Mantle of the Expert'.

Bolton (1995) stated in his conclusion that:

I am now convinced that mantle of the expert is the most sophisticated and enlightened approach to education to have been devised and that the future generations will benefit from its philosophy and practice (Bolton et al 1995, p. 192).

Fisher (2005) claimed that MoE is a revolutionary learning and teaching approach that allows teachers to present a seamless and holistic curriculum, with explicit connections between threads of learning. He went further to say that learning takes place within a relevant and motivating enterprise, always creating something new for the children.

Personal Reflection

We were given 3 seminar sessions to prepare and deliver our completed problem solving task. The problem was that Swansea Bridge had collapsed and Swansea council required a model version in preparation for the reconstruction of the bridge (limited time available). We were specifically instructed to create the model design using only masking tape and lollipop sticks. In this task my group and I had to participate in role play and jump in and out of character roles. E.g. chairman, construction worker and pitcher. The three photographs below illustrate our results and success through using ‘Mantle of the Expert’ as a method of learning creatively. 

Evaluation

It is clear to see that Dorothy Heathcote’s curriculum design is an effective method to assist the fundamental enjoyment of learning within the classroom. Her idea of allowing the pupil to take control of their own learning allows them the freedom to explore beyond the conventional idea of the curriculum. The mantle of the expert allows students to develop all aspects of their lives and improve key skills.

Bibliography

Abbott, L. (2007) Mantle of the Expert: Training materials and tools. UK: Essex County Council.

BBC (1980) Blackley and Broadene: The shoe factory part 1 https://www.youtube.com/watch?v=bBzSYEY9eQs (Accessed: 6th of December).

Bolton, G. (1995) Drama for learning: Dorothy Heathcote’s Mantle of the expert approach to education. Portsmouth: Heinemann Press.

Fisher, R. (2005) Teaching children to think. 2nd edn. Cheltenham: Nelson Thornes. http://www.mantleoftheexpert.com/studying/articles/Critical%20evaluation%20of%20moe.pdf (Accessed: 6th of December).

Heathcote, D. (2002) ‘Contexts for Active Learning’ Four models to forge links between schooling and society. http://www.moeplanning.co.uk/wp-content/uploads/2008/05/dh-contexts-for0active-learning.pdf (Accessed on: 6th of December).

Heathcote, D., and Bolton, G. (1994) Drama for learning: Dorothy Heathcote’s Mantle of the Expert approach to education. Portsmouth: Heinemann Press.

Heston, S. (1993) The Dorothy Heathcote archive. Manchester: Manchester Metropolitan University. http://www.did.stu.mmu.ac.uk/dha/hcheston.asp (Accessed on: 6th of December).