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

2. 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.

3. 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

4. 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.

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

6. 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!

7. 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

8. 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

9. Have I got a deal for you....

10. 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

11. 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.

12. 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

13. 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

14. 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’)

15. 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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