Developing Pupils’ Learning Through the Use Of Mantle Of The Expert

Abstract

It has been both a pleasure and a privilege to have been involved with the development of Mantle of the Expert since 1991 when Dorothy Heathcote ran the Mary Morgan Project (see Archives A series, Birmingham City University) at Cape Primary School in Smethwick, West Midlands. Over 19 years have passed since then I have watched the system develop and grow from strength to strength. It is now recognised as a major vehicle to teach the curriculum in a highly creative and meaningful manner. Mantle of the Expert has a significant impact on the types of learning experienced by pupils as it provides opportunities for pupils to not only acquire academic knowledge but also the skills needed for the world of work. Lave (1988) states that knowledge needs to be presented in authentic contexts, setting and situations that would normally involve that knowledge. He argues the case that social interaction and collaboration are essential components of situated learning, pupils become involved in a ‘community of practice’ which embodies certain beliefs and behaviours to be acquired. As a novice moves from the periphery of a community to its centre, he or she becomes more active and engaged within the culture and eventually assumes the role of an expert. Never has the time been more appropriate than now to focus on implementing this method of pedagogy as globally, the media informs us that students are not ready to cope with demands of the work place (Onyekakeyah, 2009).