I chose this strategy because it allows the students to take charge of their own learning and use critical thinking skills along the way.I like that this strategy does not include dialogue like “What I want you to do is…” where the teacher holds the power in the class. Instead by having the students assume fictional roles, they are becoming the driving force behind finding a solution to help their “client”, while at the same time learning a new concept.I also like that by having a “client” the students have a purpose for their learning, and are also using their creativity to enact their individual roles.
Courses in which it could be implemented:
This strategy is best implemented in social studies where social situations need to be addressed and possibly solved.These can be events from history or current social issues.This strategy could also be used in science in topics like ecology, natural resources, or ethics.
Diverse learners:
This is a great strategy for students who learn best through social interaction and who could benefit from critical thinking about a real-life task.
Procedure:
From Jeffrey Wilhelm’s book pp 103-109. Each step is explained in more detail in the book. 1. Teacher selects the theme and topic to explore. 2. The teacher or students brainstorm experts who could deal with the issue and what they know and do. 3. The teacher sets the purpose for the learning by saying,” Who could benefit from the knowledge offered by those experts?” and “How could they use the experts to help them?” 4. Teacher asks, “In what form would the expert knowledge be created, shared, and applied?” 5. Teacher introduces the situation to the class: the purpose, the roles, the clients, and the task to be performed. 6. The teacher explains to the students what they are to imagine and what they are to produce. 7. Teacher and/or students plot out a time line for the project. 8. Students and/or teacher choose specific tasks. 9. Students plan how to manage the task. 10. Students assume a role or multiple roles. 11. Teacher assumes a role. 12. Groups, in role, engage in a series of tasks.
Potential Issues:
Problem:
Possible Solutions:
Students may not want to take a role if it is assigned to them.
·Allow student choice in the roles.
Students may not understand how what to do at each step of the enactment.
·The teacher can guide students through each part of the process and model each role as though they were the person.
Students may not be able to think of “final products” to produce for their “clients”.
·Wilhelm suggests the following enactments (pg 111-112): 1.Documentary Maker 2.Web Site Designer 3.PSA Producer 4.Radio-Show Host 5.Museum Designer 6.Wax Museum Designer 7.Blue-Ribbon Panel 8.Public Relations Experts 9.Critics 10.Historians 11.Social Activists 12.Forensic Scientists 13.Peer Counselors
References
Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.
This video gives a good introduction about what Mantle of the Expert entails.
Rationale:
I chose this strategy because it allows the students to take charge of their own learning and use critical thinking skills along the way. I like that this strategy does not include dialogue like “What I want you to do is…” where the teacher holds the power in the class. Instead by having the students assume fictional roles, they are becoming the driving force behind finding a solution to help their “client”, while at the same time learning a new concept. I also like that by having a “client” the students have a purpose for their learning, and are also using their creativity to enact their individual roles.Courses in which it could be implemented:
This strategy is best implemented in social studies where social situations need to be addressed and possibly solved. These can be events from history or current social issues. This strategy could also be used in science in topics like ecology, natural resources, or ethics.Diverse learners:
This is a great strategy for students who learn best through social interaction and who could benefit from critical thinking about a real-life task.Procedure:
From Jeffrey Wilhelm’s book pp 103-109. Each step is explained in more detail in the book.1. Teacher selects the theme and topic to explore.
2. The teacher or students brainstorm experts who could deal with the issue and what they know and do.
3. The teacher sets the purpose for the learning by saying,” Who could benefit from the knowledge offered by those experts?” and “How could they use the experts to help them?”
4. Teacher asks, “In what form would the expert knowledge be created, shared, and applied?”
5. Teacher introduces the situation to the class: the purpose, the roles, the clients, and the task to be performed.
6. The teacher explains to the students what they are to imagine and what they are to produce.
7. Teacher and/or students plot out a time line for the project.
8. Students and/or teacher choose specific tasks.
9. Students plan how to manage the task.
10. Students assume a role or multiple roles.
11. Teacher assumes a role.
12. Groups, in role, engage in a series of tasks.
Potential Issues:
1. Documentary Maker
2. Web Site Designer
3. PSA Producer
4. Radio-Show Host
5. Museum Designer
6. Wax Museum Designer
7. Blue-Ribbon Panel
8. Public Relations Experts
9. Critics
10. Historians
11. Social Activists
12. Forensic Scientists
13. Peer Counselors
References
Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.This video gives a good introduction about what Mantle of the Expert entails.