Landscapes for learning Mantle of the Expert –A inquiry-based model

Inquiry-based learning models: “Tell me and I will forget, show me and I will remember, involve me and I understand” Inquiry is a complex process where learners attempt to convert information and data into useful knowledge.

Useful application of inquiry learning involves: A context for asking questions A framework for asking questions A focus for asking questions Different levels of questioning Inquiry learning can be all the more powerful if an authentic context has been prepared and constructed and there is an opportunity for collaboration

Typical components of an inquiry-based model: Questioning Exploration Researching Discussing Analysing Creating Reflecting Inquiry based learning is a constructivist approach in which students have ownership of their learning.

Role of the teacher: ....To guide on the side!!!!!

Consider the visionary aspects of the NZC We need to be developing learners who are: Creative Open-minded Enterprising Culturally aware Energetic Problem solvers Techno-savvy Aware of their values Confident Connected Actively Involved Lifelong learners Forward thinking Student let inquiry, wonderings, student centred not teacher led!

Consider the Key Competencies we wish to nurture in our learners Thinking Relating to others Using language, symbols and signs Managing Self Participating and Contributing

Consider the values to be modelled and explored... Excellence Innovation, inquiry and curiosity Diversity Equity Community and participation Ecological sustainability Integrity Respect The importance of accessoring

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The Mantle of the Expert The Mantle of the Expert is an inquiry-based model of learning developed by Professor Dorothy Heathcote in the 1980’s. Within this approach, the student assumes the role of experts within an imagined community who are given an enterprise (a context or line of inquiry) which is commissioned by a client. A tension is added to the situation to encourage the use of thinking skills and problem solving skills My interest and study lies around an inquiry model which will better serve the learning of our students to prepare them for their future. I have been seeking an inquiry model which ignites PRACTICALLY in the classroom the vision, principles, values and KC’s of the NZC as well as provides a creative and authentic context for learning

Students.... Adopt roles within their fictional community (empowering them to engage in social behaviours and explore language needs, knowledge as well as ethics) as part of their commission. Learners agree for a time to imagine themselves as a group of scientists, politicians or world leaders, for example to address a particular focus on their inquiry.

The Mantle Approach Can be cross-curricular  NZC Creates an authentic learning context  NZC Is student-centred learning  NZC Allows integration and practical igniting of values, key competencies and principles  NZC

Research tells us that a Mantle Approach... Gives purpose to learning Improves levels of student engagement Allows teachers to find real and valuable curriculum links Allows for differences amongst students learning abilities-less of an issue Students have more freedom and choice in their learning Group skills improved Values and ethics were better understood

Providing landscapes for learning-effective pedagogy: Creating a supportive learning environment (Mantle’s created community decides on its conduct, means of communication, rules, roles and behaviours) Encouraging reflective thought and action (Reflection is at the heart of the Mantle approach) Enhancing the relevance of new learning (Mantle is an inquiry model which is led by learners and is based on ‘wonderings’)

More.... Making Connections to Prior Learning (Mantle positions learners as experts who bring their own knowledge and expertise to the community) Providing sufficient opportunities to learn (A mantle approach could consume a week, a term or a year –endless inquiry) Teaching as Inquiry (Mantle requires constant teacher reflection and inquiry in order to positively inform teacher actions)

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