A programme for studying mantle of the expert
BECOMING A TRAINED USER OF MANTLE OF THE EXPERT
INTRODUCTION
This programme of study has been designed for teachers and other educators looking to develop Mantle of the Expert in their classrooms. It is designed to be flexible and to allow entry at any level. Although there are, as yet, no formal certificated courses on mantle of the expert, all the training advertised on this website is authorised and uses the programme of study as a curriculum framework.
Our design of the modules recognises that teachers may have already developed some of the areas covered on the programme and may already be using Mantle of the Expert in their classrooms. For this reason we have structured the modules to be developmental in their progression.
Although the modules are organised as Foundation, Core and Advanced, there is no requirement for participants to do the modules in the order they are listed. For example, curriculum planning might be a high priority in your setting and this may be the foundation block for development and, therefore, the first module required. However, we do recommend that the advanced courses are only tackled by teachers who have had practical classroom experience of using Mantle of the Expert.
PROGRAMME OF STUDY IN BECOMING A TRAINED USER OF MANTLE OF THE EXPERT
| FOUNDATION | CORE | ADVANCED |
| Module – An overview of mantle-of-the-expert
Module – Using the community of Inquiry approach |
Module – Drama for learning: methods & skills
Module – The conventions of dramatic action Module – An introduction to Mantle of the Expert Module – Curriculum Design |
Module – Using Mantle of the Expert across the curriculum
Module – Sequencing for experience |
Module – AN OVERVIEW OF MANTLE-OF-THE-EXPERT.
We recommend settings planning for a series of modules begin with this preview session, as it creates an opportunity for participants to ‘experience’ Mantle of the Expert and ensures progression, continuity. Residential activities can be created and tailored to the needs of settings. They can also cover aspects of the modules in a more collaborative and personalised way. This module prepares participants to understand the ‘big picture’ and the ‘direction of travel’
Module – USING THE COMMUNITY OF INQUIRY APPROACH
Children as questioners, teacher as mediator. Exploration in detail of the concepts and practices of ‘community of inquiry’: the investigation of problems, the sharing of power, the different ways to represent learning & understanding and the focus on asking questions. The culture of schools-power sharing in the physical/curriculum/pedagogy.
Module- AN INTRODUCTION TO MANTLE OF THE EXPERT
An exploration of its main concepts and applications for learning across the curriculum. What does it need to work? The enterprise, the commission, mantle of expertise, choice for curriculum mandates, the 3 circles of the enquiry-curriculum, expertise and client.
Module – DRAMA FOR LEARNING: METHODS AND SKILLS
Teacher in role, use of dramatic action in learning, time dimensions in fiction. The time in drama and the time in the classroom! Planning, creating schemes of work, teaching drama skills knowledge and understanding. The components of drama: it involves people, people creating a make believe together, people in role, people facing a tension where the action created is in the ‘now’ of time, people reflecting on and making meaning throughout the activity. This will include identifying the strategies of engaging classes and helping them invest in the work in hand.
Module – THE CONVENTIONS OF DRAMATIC ACTION
This is a shortened version of module 4 for experienced drama practitioners. If separately needed as a stand alone.
Module – CURRICULUM PLANNING AND DESIGN
Planning to transform the curriculum. An exploration and development of new ways for planning and organising learning that are more coherent and meaningful to children by designing purposeful activities in order to integrate learning across the curriculum that make sense to learners.
Module – USING MANTLE OF THE EXPERT ACROSS THE CURRICULUM: (Advanced users course 1)
For experienced users of drama and the use of Mantle of the Expert. This practical course will explore the use of the system to create learning opportunities across the curriculum. Participants will plan their own frames and, using an action research approach, study and reflect on the effect of the work on the learning of their pupils. The course will also prepare users of the system to become advocates and evaluate the issues around explaining the work to others.
Module – SEQUENCING FOR EXPERIENCE: (Advanced users course 2)
The use of dramatic sequencing for advanced users of drama and Mantle of the Expert. This practical course will explore in detail the learning opportunities created by dramatic sequencing. It will look in depth at the pioneering work of Dorothy Heathcote and at the implications of her work to planning and transforming the curriculum. It will also prepare advanced practitioners to become lead teachers and trainers in the use of Mantle of the Expert.
Training programme
Module 1: FOUNDATION SESSION FOR ALL PATHWAYS – An overview of mantle-of-the-expert. 2×3hrs
Objectives:
- To provide experiences leading to an understanding of how fictions can be harnessed for mandatory curriculum and learner lead enquiries.
- To provide participants the experience of working inside a make believe and being part of a teaching team for effective learning through imaginative settings.
- To provide the ‘big picture’ horizons of overall goals in the methods.
- To set out a ‘road map’ for personalising participant’s orientations and standpoints in learning and teaching.
Description, we will:
- Explore collaboratively an enquiry-based model of learning.
- Investigate the different forms of learning exploration along the two continuums of pedagogy and curriculum.
- Make observations of children engaged in imaginative enquiry on film.
- Engage in fictional settings led by trainer(s) both as observer and participant.
Research tasks:
- Required reading: ‘Planning in classroom drama’ (Gavin Bolton 86)
- Extract from ‘Asking Better Questions’ (Nora Morgan 94)
- Imaginative Inquiry – (Brian Edmiston 2005)
- Website explorations of mantleoftheexpert.com
Module 2 – USING THE COMMUNITY OF INQUIRY APPROACH: Children as questioners, teacher as mediator
Objectives:
- To explore in detail the ‘community of inquiry’ concepts and practices: the investigation of problems, the sharing of power, the different ways to represent learning & understanding and the focus on asking questions
- To explore how community of inquiry can develop and enhance children’s questioning skills and the cognitive and social emotional aspects of learning
- To explore the concept of teacher as mediator. That is the multiple-roles of facilitator, guide, assessor and participant. And to develop and enhance the skills required to use these roles for effective learning
Description, we will:
- Explore a number of practical, classroom based activities, which use community of inquiry as a mthod for learning
- Discuss and develop strategies for better questioning, for both children and teachers
- Classify questions for the inquiring mind.
- Observe & discuss the practice of inquiry by viewing a filmed extract-‘Henry viii’ John Fines
- Review resources and materials for trials in classrooms.
Research tasks:
- Plan, teach and review two lessons (or a series of lessons) using community of inquiry methods.
Module 3 – DRAMA FOR LEARNING: METHODS AND SKILLS
Session 1
Objectives:
- Explore the use of fictional situations based on human activity to create learning opportunities.
- The nature of ‘episodes’.
- Understanding the importance of ‘Teacher in role’ strategy and the use of dramatic action.
- Plan for practical applications for classroom experiments in using the learning acquired.
Session 2
Objectives:
- Exploring other dimensions of teacher in role.
- The learners model for inquiry-from attention to obsession.
- Challenges in ‘Now time’ inquiry-‘important Urgent v Unimportant not urgent’ dimensions of classroom learning and teaching.
- Understand and use the 5 ingredients of dramatic inquiry: people, make believe, role, tension, now time, reflection and meaning through metaphor.
- Practical approaches to classroom experiments in learning acquired.
Residential
The weekend from Friday evening to Sunday lunch time will engage participants in problem solving from their own inquiries into the work to date. We will also provide an immersion process in the dramatic mode so that people understand from the inside how learning can be enhanced over time. A deeper consideration of teacher in role and discarding of roles to suit the context and the dramatic conventions available will provide a window for people to develop the practice beyond replication. Significant time will also be allowed in the course for detailed planning for individual needs by seminar and tutorial approaches for the participants. An expectation will be that the course provides a platform for a school based piece of action research for reflection in session 3
Session 3
Objectives:
- Discuss and reflect on practices to date and identifying challenges.
- Applications of more sophisticated elements of dramatic conventions.
- Models of representation-from iconic to symbolic and enactive.
- The concepts of internal coherence and external coherence in dramatic enquiry.
- TASK for classroom researches: to use and experiment with different models of representations in classrooms of practitioners.
Session 4
Objectives:
- To discuss in seminar groups the outcomes of task set for session 3.
- Planning from the events unfolding rather than from a linear model.
- Narratives and contexts-the teacher’s dilemma! (story versus situation)
- To explore practical applications of teacher in role and models of representation.
- The concept of ‘frame’ in drama and its applications to classrooms.
- Taking the lead from learners and working ‘at risk’ safely!
Session 5
- Reflections on learning to date.
- Identifying next step for self improvements-networks, web sites, distance learning models
- Time dimensions in fiction. The time in drama and the time in the classroom!
- Planning, creating schemes of work.
Module 4 – CONVENTIONS OF DRAMATIC ACTION (This is a shortened version of module 4 for experienced drama practitioners.)
Session 1
Objectives:
- Exploring other dimensions of teacher in role.
- To view the learning from the ‘learners point of view. Model for enquiry-from attention to obsession.
- Confronting the challenges in ‘Now time’ enquiry-‘Important Urgent v Unimportant not urgent’ dimensions of classroom learning and teaching.
- Understand and use the 5 ingredients of dramatic enquiry-people, make believe, role, tension, now time, reflection and meaning through metaphor.
- Engage in practical approaches in order to model classroom experiments in learning acquired.
Session 2
A deeper consideration of teacher in role and discarding of roles to suit the context and the dramatic conventions available will provide a window for people to develop the practice beyond replication.
Session 3
Objectives:
- Discuss and reflect on practices to date and identifying challenges.
- Apply more sophisticated elements of dramatic conventions.
- To explore ‘Models of representation’ (Bruner)- iconic/ symbolic/enactive.
- The concepts of internal coherence and external coherence in dramatic enquiry.
- TASK for classroom researches: to use and experiment with different models of representations in classrooms of practitioners.
Module 5 – AN INTRODUCTION TO MANTLE OF THE EXPERT
Objectives:
- To understand the key principles of learning and teaching on which the system is based upon.
- To understand the 4 guidelines of how to start a process based on Mantle of the Expert (Drama for Learning)
- To plan a model to trial in classrooms and record outcomes and questions arising.
Module 6 – DESIGNING A NEW CURRICULUM
Objectives:
- To explore and develop new ways for planning and organising learning that are more coherent and meaningful to children
- To plan purposeful activities that integrate learning across the curriculum
- To design planning models that are flexible, useful and coherent and create opportunities for learning that emerge from the children’s work and ensure the statutory requirements of a broad and balanced curriculum
Description, we will:
- Explore different perspectives of the curriculum and their implications on the planning and organisation of learning
- Look at how curriculum design needs to originate in, and remain loyal to, an agreed set of coherent and firmly held beliefs of the elements of good learning
- Explore the implications of new agendas such as, Every Child Matters, Excellence & Enjoyment and the new OFSTED inspection framework, on curriculum planning and design
- Study and discuss how the curriculum can be designed for learning to ‘emerge’ from the children’s questions, ideas and interests
- Explore ways of designing an integrated curriculum that makes meaningful and coherent links
- Design practical schemes of work and curriculum planning models that can be used back in school
ADVANCED MODULES – Developing advocacy
Module 7 – USING MANTLE OF THE EXPERT ACROSS THE CURRICULUM:
Session 1
Objectives
- To Plan and design cross-curricular dimensions – deeper considerations of the three worlds of enquiry
- To develop long-term enquiry methods & curriculum design
- To focus MoE at the heart of the curriculum
- To explore how the system, working inside an agreed fiction, challenges & develops values.
Description, we will:
- Develop the use of role in the work
- Explore different uses of frame and frame distance to engage, enhance and deepen the work
- Study successful frames and begin to design our own
- Explore in depth the different ways ‘in’ to a frame
- Explore how the three worlds of content, expert & client can be used to create learning experiences across the curriculum
- Explore how the use of Mantle of the Expert can create opportunities to challenge and build shared values
Task:
- Set up a long term enquiry and reflect on the challenges and opportunities.
Session 2
Objectives:
- To develop the skills and vocabulary to become an advocate of Mantle of the Expert
- To explore in more depth the use of role
- To explore the social, cultural and ethical dimensions of the work and its links to the work of Bruner, Bhaktin and Vygotsky
- To reflect on practice and to critically analyse the work
Description, we will:
- Explore the ‘language’ of Mantle of the Expert and develop skills in coping with the hard questions often encountered when describing the work to others.
- Study the strategy ‘teacher in role’ (TIR) and its practical uses and applications in significant depth
- Explore how the work draws on theories of learning developed by the social constructivists.
- Discuss how the work is develops in practice and reflect on ‘next moves’ in classroom episodes.
- Task: to create and record an opportunity to engage students in reflecting on a piece of teaching based on MoE as a system.
- Task 2: To visit each other’s schools for MSO (mutual support and observation). (Based on the work of Dr M. Fielding Sussex University)
Session 3
Objectives:
- To discuss the progress of the work over the six week period
- To explore issues/challenges and plan a future enquiry using Mantle of the Expert
- To create a short presentation, for those unfamiliar with Mantle of the Expert, showing its practical use in school
Description, we will:
- Discuss and analysis of our perceptions of the work
- Explore how to use the system as a means to aspire to become a leading teacher & share the work with others
- Continue to explore in depth the use of role
- Discuss the issues involved in mentoring and coaching others to use the system
Tasks:
- To identify long-term goals and personal needs for future research in networking.
- Plan and mediate a second long-term enquiry using Mantle of the Expert
Module 8 – SEQUENCING FOR EXPERIENCE: The use of dramatic sequencing for advanced users of drama and Mantle of the Expert
Advanced Users course 2
Session 1
Objectives:
- To develop a deeper understanding of the use of dramatic action
- To explore in more detail the sequenced use of the dramatic conventions & their importance to developing learning through Mantle of the Expert
- To study the use of planning for experience developed by Dr Dorothy Heathcote
- To discuss the way drama creates opportunities for representing the world in different ways and the implications of this on learning, planning and teacher intervention
Description, we will:
- Develop practical opportunities for the use of the sequencing of the dramatic conventions in the learning environment
- Discuss the ideas of Dr Heathcote in this field by viewing and critically analysing filmed seminars of her work
- Explore the implications of planning for experience to our use of Mantle of the Expert and create opportunities for their development back in school
Task:
- Plan a sequence of learning episodes using dramatic conventions and analysing the planning, sequences and the learning outcomes.
Session 2
Objectives:
- To discuss and critically analyse our use of the drama conventions since the last session
- To reflect on our work to date in classrooms or learning settings in order to explore further examples of planning for experience & create more challenging opportunities for our own classes
- To explore how the work creates a learning environment where the curriculum ‘emerges’ out of the work and how this has implications for the way we share power with students
- To further explore how this ‘emerging’ curriculum also has implications for the way we plan for ‘situation’ rather than ‘story’.
Description, we will
- Discuss and critically analyse our use of the dramatic conventions as a way of creating learning opportunities
- Explore how opportunities for learning emerge from the work, like ‘gifts’, and how we can recognise and use these opportunities
- Also explore how the use of ‘givens’ in planning can be used to create frames for learning.
- Create further sequences and analyse their use and effect
Tasks:
- Peer planning and teaching activity – Plan and teach a sequence of episodes that consciously seeks to use contributions from the students. (This to be filmed or videoed for analysis)
- Work with another group of learners in an unfamiliar setting and record outcomes.
Session 3
Objectives:
- To critically analyse findings of tasks done since previous session and present to others.
- To plan and create in the session a practical episode that will allow an opportunity to explore a key element and dramatic sequencing
- To explore how to become a trainer in the use of Mantle of the Expert
Description, we will:
- In pairs/groups-analyse findings so far and present the findings to others using any appropriate system or form.
- Participant in planning and creating a practical episode that explains a key element of ‘dramatic sequencing’.
- Discuss aspects of self-identification and explore the issues surrounding becoming a trainer in the use of Mantle of the Expert, – peer support, mentoring, coaching, running courses etc?
Training models:
| IN SCHOOL | OUT OF SCHOOL | OTHER MODELS |
| INSET in-school
Weekends Peer Support |
AwayDay Courses
Residential Peer Support |
Distance Learning
Weekends Networks Coaching by Online Forums |
Posted in category: MoE Training, Training | 8 Comments »
December 23rd, 2008 at 4:14 pm
Interested in training or publications as a beginner. What dates are the suffolk training?
March 12th, 2009 at 8:31 am
I am extremely interested in training as a beginner in MoE and have heard fantastic things about it in practise. What dates are the training courses commencing?
June 4th, 2009 at 12:18 pm
I am also very interested in doing some training.I train foreign experienced primary school teachers to teach English and we use a lot of drama. Anything happening near Cambridge or London this year?
June 7th, 2009 at 11:05 am
There are various courses running throughout the south east. The Suffolk Forum, a project with schools in Cambridge, training courses in Norfolk and Essex. We also run residential training weekends at Ringsfield Hall in Beccles, Suffolk, you can find more information at: http://www.creative-corner.co.uk/ringsfieldhall/index.htm
July 14th, 2009 at 1:26 pm
I would like information about the beginner training in MoE. I work with adults with learning difficulties.
July 16th, 2009 at 9:42 am
Hello Karen, the best courses available for beginners in MoE are at Ringsfield Hall. You can find more information by visiting: http://www.mantleoftheexpert.com/about-moe/training/ringsfield-hall/
August 17th, 2011 at 11:45 am
Is there anything I can do online to learn more? I would be interested in running some MoE CPD at my school in Scotland.
August 17th, 2011 at 12:55 pm
Hello Jodie
Thank you for your enquiry. Currently there is only the moe website, however, we are in the process of writing a second subscription website on teaching, planning, and learning using moe that should be online by the new year.
Best wishes
Tim