Mantle of the Expert

This blog post will consider how the method of mantle of the expert, which is also referred to as MOE is used within education. MOE is a drama based resource that teachers use to influence the understanding of a topic. The method was developed in the 1980’s by Dorothy Heathcote who is a senior lecturer in education at the university of Newcastle-Upon-Tyne.

    Mantle of the expert is a tool that is used across education to enable the learner to take control of their learning based on their participation. Mantle of the expert is a role reversal operation in which the pupil becomes the expert of a particular subject. The pedagogy of which is that the learner has a definitive role within the session. MOE sessions are normally introduced as a business meeting in which the pupils partake as a potential client who has the opportunity to win the ‘contract for the business deal’. It has been stated by Heathcote & Herbert (1985), that the theory behind mantle of the expert enables teaching and learning to the point of understanding at all levels across the curriculum. This has been expanded upon by Prendiville & Toye (2013), who point out that the purpose behind the role of MOE is so that children are afforded the opportunity of changing their status within their learning. It is of vital importance that when conducting these sessions a teacher should have no input other than the introduction of the session. However it must be of acknowledgement that the teacher have a thorough plan for how the session will be conducted, with an aim of getting particular results. 

    In reflection, I have been involved with such a session within my time at university. As part of one of our modules which involved creativity and creative process this experiment was conducted. The session was introduced by our lecturer who explained that Swansea council needed a new bridge to be built as the current one was no longer structually safe, and that Swansea council required a prototype of a new bridge which would be cost effective quite urgently. The class listened to the introduction and then broke into groups to discuss ideas on how best to design the bridge needed which would be structually sound and cost effective. During this time each group made notes and searched the internet for ideas from previous bridges that had been built, which included the Sydney Harbour Bridge and the Golden Gate Bridge. The materials that could be used to build the prototype included 150 lollipop sticks and three gluesticks in a glue gun. The cost for each lollipop stick was 10p each and the cost of the glue was 50p each. The aim was to build the prototype to a minimum length of 30cm, but could also withstand the weight of a golf ball. 

An image of the completed bridges

It could be considered that the use of mantle of the expert allows for other skills to develop and flourish, skills such as communication skills. It is important that this method is incorporated into the curriculum as much as possible as it is normally the case that a lesson is conducted in a way which just requires listening skills. This method allows for negotiation skills to be improved, in a way that pupils can compromise with their peers regarding ideas on how best to undertake the task at hand.

In conclusion this approach although a drama based resource is an opportunity for pupils to take control of their own learning. This method allows for the freedom of deciding how the task should be completed with very little input from the teacher as the pupils themselves adopt the role of an expert within a particular field. It is important that this method continues to have a place within education within the creative sense as this method can be used to adopt a variety of topics such as history or to explore subjects which the pupils might not have a complete understanding about. This role allows for children to discuss ideas which helps them to build on their communication and listening skills.