Chapter One: Introduction
1.1 The significance of this study
There has been an astronomical growth in the number of international schools worldwide
since the first truly international school opened its doors in Geneva during the 1920’s (Hill,
2001). Since then there has been an explosion in the number of international schools. The
number of international schools worldwide at this moment is well over a thousand (Hayden
and Thompson, 2000; Macdonald, 2006). The exact number is hard to reliably pinpoint,
due to the inability of the industry’s experts to define an international school (Hayden and
Thompson, 2000; Murphy, 2000; Sylvester, 2000).
Due to the amount of competition in the market place, original expatriate international
schools, for instance, must search for ways to differentiate themselves from other
international schools, namely those which are bi-lingual or provide host country curricula
(www.teachanywhere.com). International schools do this in a number of ways. One such
way is through which curricula the school uses as the basis of the teaching and learning at
the school. The International Baccalaureate Organisation diploma (Drake, 2004), and the
International Primary Curriculum (http://www.internationalprimarycurriculum.com) are
the curricula that are the most widely used. Both these curricula are similar in their aims
and goals.
International school principals are constantly being asked by the marketplace to find ways
of differentiating their school from other international schools in the area. Global
Educational Guidelines are also challenging international schools to inspire and motivate
learners and educators through innovative teaching and pedagogy (http://www.coe.int).
The overall aim of this study is to explore whether international schools could use Mantle
of the Expert as a way of achieving the competitive edge that is demanded in the crowded
marketplace of international education.
Drama as a method of education has become popular due to the work of drama theorists
such as Dorothy Heathcote and Gavin Bolton. Dorothy Heathcote created a dramatic way
of learning called ‘Mantle of the Expert’ (Edmiston, www.mantleoftheexpert.com; Taylor,
2006; Taylor, 2005; Heathcote and Bolton, 1995). Mantle of the Expert is championed by
many as a new innovative pedagogy that is embedded with enquiry, community learning,
and dramatic learning (Taylor, 2006; Taylor, 2005; Heathcote and Bolton, 1995). Mantle
1
of the Expert is underpinned with work by many of the famous educational theorists, but it
has some identifiable problems, which make it a demanding system for some teachers.
Mantle of the Expert allows students to take control of their learning from the teacher, thus
becoming a student led style of learning.
1.2 The aims of this dissertation
The overall aim of this dissertation is to explore the use of Dorothy Heathcote’s ‘Mantle of
the Expert’ in an international school. The secondary aim is to discover whether Mantle of
the Expert can reflect the educational theories that underpin practice an international
classroom. The study will explore the use of Mantle of the Expert by international
classroom teachers who are not drama specialists.
1.3 How will the aims be achieved?
Action research will be the approach used to assess the aims of this dissertation. The
researcher will use a mixed methods approach to collecting the data. Interviews will be
held with a small focus group of representative students to understand their feelings before
and after the mantle unit. Questionnaires will be used to assess student, teacher and
parental opinion. The dissertation will review the current literature available both
nationally and internationally regarding international schools and drama in education,
particularly Mantle of the Expert.
The research questions that will be asked to assess the aim of this dissertation are:

Can Mantle of the Expert enable the development of independent learning skills?

Will a Mantle of the Expert programme allow students in an international school
setting to develop an understanding of other cultures?

Can working through Mantle of the Expert encourage the development of the social
capital of the class?

Does Mantle of the Expert allow the development of peer tutoring?

Does Mantle of the Expert generate enthusiasm for learning with different activity
based episodes?

Does Mantle of the Expert enable students to develop confidence to participate in
class, by using different skills in different episodes?

Can Mantle of the Expert be used by international school classroom teachers who
have little or no experience of drama?
2
1.4 Dissertation layout
Chapter one examines the background to the study, which puts the research into context.
Chapter two will review current literature in the fields of international schools and
international education. The chapter will also review literature pertaining to drama in
education and Mantle of the Expert.
Chapter three will outline the design of the research, the data collection methods and the
manner in which the data will be analysed. Chapter three will also provide a description of
the context of this dissertation. The research questions that drive this dissertation will also
be presented.
Chapter four will present the data collected and analyse the data against the research
questions set out in chapter three.
Chapter five will summarise the findings of the research. The chapter will also explore the
implications of the research and make recommendations for policy makers, international
school principals, and international school teachers.
3
Chapter Two – International Schools and Pedagogies
2.1 Introduction
This Chapter will begin by defining the term ‘International School’, which requires
consideration before further reading is undertaken. The reasons for the exceptional growth
are then explained, followed by some issues facing the industry and how the industry has
dealt with these. The International Baccalaureate diploma courses and the International
Primary Curriculum will briefly be examined. The terms drama and drama in education
will be explained. The chapter will conclude with an in-depth explanation of Dorothy
Heathcote’s pedagogic approach: ‘Mantle of the Expert’, and a consideration of whether it
can be used in international schools as a way of realising their aims to create independent
learners.
2.2.1 Placing international schools
At a first glance the term ‘international school’ should be easy to explain, but
unfortunately, this is not the case. There have been attempts at defining the term. Current
available research acknowledges that an exact definitive definition of an international
school is problematic (Hayden and Thompson, 2000). However, one generally accepted
definition is that an international school is providing a curriculum to its students, which is
different from the host country curriculum. Historically, this type of international school is
a national school operating in another country (Hayden and Thompson, 2000). They were
created to provide expatriate students with access to universities upon returning home.
Two such schools are the Taipei Japanese School and the American School in London.
There are many of these types of international schools worldwide: offering a British,
American, French or German curriculum to their own expatriate nationals (Hayden and
Thompson, 1995). Unfortunately, the definition of an international school has become
complex. There are different types of international schools. Some offer an internationally
based curriculum (the IB diploma, or the International Primary Curriculum). These
international schools cater for both expatriate children and host country nationals. There
is also an increasing number of English private schools establishing an international
presence. Harrow School operates in Thailand and China; Dulwich College operates three
schools in China and it has just opened a school in South Korea
(http://www.Dulwichcollege.cn). Many more private schools are opening international
schools in Asia. Malbourgh College in Wiltshire, England is setting up an International
Malbourgh School in Southern Malaysia. The North London Collegiate School is opening
4
up a school on the South Korean island of Jeju (http://www.nlcs.uk). The first truly
international school was the International School of Geneva, which was founded in 1924.
It was created to serve the needs of the families serving in the newly formed League of
Nations and the International Labour Office (Hill, 2001). The United Nations was founded
after the end of World War Two. International staff were needed for its headquarters.
Following this was the United Nations International School, founded in 1947 in New York
(Hill, 2001).
International schools can be defined with a narrow or a wider focus. Using a narrow focus
would imply that only schools which use an international curriculum, such as the
International Baccalaureate Diploma or the International Primary Curriculum, are true
international schools. This would imply that schools operating the British National
Curriculum in Asia are just British schools in another country. This seems a very narrow
view, and ignores the fact that the students in these schools are indeed international. The
researcher has worked in three schools in Taiwan, China and Thailand. All three schools
operate using the British National Curriculum.
2.2.2 Why are international schools increasing in numbers?
There are a number of reasons for this explosion of international schools. One of the many
reasons was the expansion of international diplomacy and military missions since World
War Two. There was a drive to increase communication between countries in order to stop
the potential for another World War; there was also an expansion in military peacekeeping
missions. International schools grew out of the need to serve the families of these military
personnel and diplomats (Jenckes, 2006). The international school in Geneva began its
existence from the need to educate the children from the families of the newly formed
League of Nations in 1924 (http://www.ecolint.ch/about-ecolint/our-history). The British
Army runs international schools from within various military bases around the globe. The
Ministry of Defence employs the teachers who work at these schools. Ministry of Defence
schools are located on the island of Crete, the Falkland Islands and in Gibraltar
(http://www.mod.uk).
The consumption of the world’s natural resources, such as oil, has led to the growth of
international companies mining these resources. Shell Oil Limited has many mining
operations across the world, in many isolated places such as Sakhalin Island, Russia and
Bonny Island, Nigeria. Shell needed specialist workers, so they created international
schools to entice workers with families (http://www.fieldworkeducationservices.com).
5
Canterford (2009) suggested that the increase in demand for International Schools can be
closely linked to the globalisation of the international market. Many companies, whether
they are multi-billion dollar corporations or smaller firms, are doing business
internationally. These international companies require ‘expat’ managers to help run their
operations in the host country. This increases the demand for international schools in these
host countries to cater for the expatriate families working overseas.
There is also growth in demand for highly skilled workers internationally (Canterford,
2009). When Taiwan set out to build its high-speed train network, many highly skilled
contractors were recruited to work on the link. Many of these expatriates brought families
with them. Their children needed an education, which in turn increased demand for places
in international schools. The Chinese economy is increasing in size, it has now overtaken
Japan as the second biggest economy in the world. More companies are developing a
presence in China. This is reflected in the growth of international schools in China, and in
Shanghai in particular. Five international schools have been opened in Shanghai in the last
ten years (Bray and Yamato, 2006).
The current number of international schools across the world is hard to reliably count.
There are too many variables affecting the final number. One uncertainty is the inability of
the industry’s experts to define an international school (Hayden and Thompson, 2000;
Sylvester, 2002). The Council for International Schools (CIS) estimates the number of
international schools is close to one thousand (Macdonald, 2006). Hayden and Thompson
(2000) estimate it to well in excess of a thousand. The difference between the two figures
can be attributed to CIS figures, which require international schools to register on their
database. Why schools should want to register will be discussed later in this chapter. Not
all international schools, however, do register with CIS. The best example of this is in
Thailand. Macdonald (2006) states there are 27 schools registered on CIS database in
Thailand, yet there are over 100 schools registered in the Thailand Ministry of Education
that are classed as international.
Current research suggests that the international school market will continue to grow
(Hayden and Thompson, 2000; Macdonald, 2006). Nevertheless, as the market swells, so
do the pressures on individual international schools within the market. Each school faces
challenges to remain competitive in an increasingly pressurised market (Macdonald, 2006).
6
2.2.3 Challenges facing international schools in the market place
Every school operates within an economic marketplace, being even more evident with
international schools (Bray and Yamato, 2006: 57). International Schools, whether
operated by foundations, private companies, wealthy individuals, or governments, charge
fees that generate revenue. They must generate a profit to stay operational. They compete
with other international schools in their area for students, therefore international schools
operate in local and, in some cases, international markets (Macdonald, 2006; Bray and
Yamato, 2006). In some cases, international schools recognise this fact by referring to
their Head of School as a Chief Executive Officer, for instance Taipei European School
(www.taipeieuropeanschool.com). International Schools face a number of challenges to
remain competitive. One of the challenges they must face is the need to differentiate from
other international schools (Macdonald, 2006). International schools are able to do this by
choosing which curriculum they will follow. Another way in which international schools
can distinguish themselves from their competitors is by the international schools’
association of which they are members.
2.2.3.1 International school associations
There are many international school associations across the globe. They are usually
grouped according to area, which denotes the curriculum they follow, or if they are
affiliated to a particular religious denomination. There is an association covering each
section of the globe, for instance the Association of International Schools in Africa has 53
international schools among its members. British international schools, or schools offering
the British National Curriculum, are often a member of one or two such associations.
There is an association that covers the Middle East (www.bsme.org.uk) and another
covering South East Asia (www.fobissea.com). In some cases there are associations for
individual countries, such as one for Switzerland (www.szerschools.com) and one for
Thailand (www.isat.or.th).
Just as there is an increasing number of international schools, there is subsequently an
increasing number of associations. The associations have similar goals in their mission
statements. They look to support their members by arranging sporting events and
professional development opportunities for their staff. When international schools become
members of an association they are entitled to put the association logo on their school
website.
7
2.2.3.2 Accreditation
There are a number of associations that provide accreditation to international schools. One
of the most powerful associations is The Council of International Schools (www.cois.org).
Accreditation has become a sign of the quality of education received in an international
school (Fertig, 2007). As Fertig (2007) states, the model for accreditation has become
fairly generic across the accrediting associations. The first stage is when members of the
accrediting association visit the school to assess whether the school has a chance of
passing the accreditation standards. The following stage is an internal evaluation (Fertig,
2007). Schools must report what they are doing well and which areas need development.
The report needs to be quite detailed because it will form the basis of an in-depth visit by
members of the accreditation associations. The internal report must be related to the
school’s philosophy and objectives, a set of quality standards recognised by the association
(Fertig, 2007). If schools pass this visit, then they become members of the association and
are consequently approved to use the association logo. International schools can now
claim they are formally accredited.
As a form of differentiation, getting accredited has its advantages. Belonging to an
accrediting association, such as the Council of International Schools, is a mark of quality.
With the variety of international schools available to perspective parents and teachers, it is
very important to have this mark of quality provided by the association. For prospective
parents, the accreditation provides the reassurance of a quality education for their children.
For prospective teachers, the accreditation represents a school that is serious about
becoming a quality educational institution.
Accreditation also has a few disadvantages. Fertig (2007) mentions that there is very little
current research on the effects of school accreditation. In the article, Fertig (2007) puts
forward the theory that if all schools strive to be accredited to the same set of standards,
will it not create the same school experience in different countries? This, in reality, means
creating the same school or making one homogeneous international school again and
again. This theory does have some credence, because each International School is striving
to be accredited under the same set of ‘quality standards’ (www.cois.org).
Whether or not the school principal agrees with the current accrediting climate, he or she
seems to have very little choice in this matter. The principal has to find other ways to
appeal to the globally mobile parents, as well as to host country nationals, who believe an
international education will give an advantage to their children in the future. One way in
8
which a school can appeal to these potential parents is by following one of the two main
international curricula, the International Baccalaureate Diplomas and The International
Primary Curriculum.
2.2.4 The International Baccalaureate Organisation
The International Baccalaureate Organisation (IBO) began offering its diploma in 1960;
since then the organisation has experienced phenomenal growth in the international
education sector (Drake, 2004). The growth experienced by the International
Baccalaureate Organisation reflects the expansion of the international schools market. The
diploma is also available in some national schools, which operate in their home countries
(Bagnall, 2005). There have been a number of supporters of the IB Diploma, the Middle
Years Programme, and the Primary Years Programme. One such supporter was George
Walker (Drake, 2004: 190), who said that ‘the International Baccalaureate programme is
the nearest thing we have to an international k-12 curriculum’. Bagnall (2005) listed a few
criticisms of the programme. One of these criticisms was that the programme was not as
international as it claims. Bagnall (2005) states that the IB Diploma is very similar to the
British curriculum, with some elements of the American curriculum thrown in. The
International Baccalaureate Organisation developed its programmes to answer the calls of
the increasingly global international student body. It was developed for acceptance by
universities around the world as a university entrance qualification for the globally mobile.
2.2.5 International Primary Curriculum
The International Primary Curriculum is used in over 1000 schools in 65 countries around
the world. The International Primary Curriculum was first used as a curriculum in 2000
(http://www.internationalprimarycurriculum.com). The International Primary Curriculum
was designed to help develop an international identity along with their culture. Students
are encouraged to develop skills that will function in an increasingly globalising world.
The curriculum takes into account current theories on how children learn and are
encouraged to become life long learners (http://www.internationalprimarycurriculum.com).
History, Geography, Science and Art are taught in integrated units. The units revolve
around a central idea or theme. The themes are chosen to generate interest from the
students. Topics for the units include titles such as, Time Detectives, Chocolate and
Holidays. The junior sections of the schools are split into what the International Primary
Curriculum call Mile Posts (http://www.internationalprimarycurriculum.com). Mile Post
One is aimed at students who are 6 and 7 years old. Mile Post Two is aimed at students
9
between 7 and 9 years of age. Mile Post Three is aimed at students who are between the
ages of 9 and 12 years.
The International Baccalaureate Primary Years Programme and the International Primary
Curriculum both have goals and values that underpin each curriculum. Both curricula
values are reflected one in another. Their goals are also similar to some of the aims of the
British National Curriculum.
2.2.6 Core values of international curricula
The IB learner profile (IBO, 2008) states that the profile of the IB learner is one of lifelong
learner. Bobkina and Dalmau (undated) state that the International Baccalaureate
Organisation’s aim is to create active, compassionate life-long learners.
International Primary Curriculum (www.internationalprimarycurriculum.com) core values
encourage students to engage in their learning so they remain committed to learning
throughout their schooling and their lives. The British National Curriculum
(www.curriculum.qcda.gov.uk) sets out the four main purposes of the National
Curriculum: to establish an entitlement, to confirm standards, to promote continuity and
coherence and to progress public understanding. The goal to promote continuity and
coherence is reverberated in international curricula. The reason for this aim is to create
students who are continuously learning new things. One of the stated goals of the three
International Baccalaureate curricula is to create an internationally minded student
(www.ibo.org). The International Baccalaureate Organisation states that internationally
minded people are those, who recognise their common humanity and shared guardianship
of the planet with other people and other cultures (IBO learner profile booklet, 2008).
The International Primary Curriculum also strives to encourage the development of an
international learner. The International Primary Curriculum defines an international
learner as, someone who has a sense of his or her own nationality and at the same time
develops a respect for the nationalities and cultures of others
(www.internationalprimarycurriculum.com).
Similarly, the British National Curriculum displays a sense of international-mindedness in
the aims of the curriculum section of its website (www.curriculum.qcda.gov.uk). It is
explained on the website that a school curriculum should contribute to the development of
pupils’ sense of identity through the knowledge and understanding of the spiritual, moral,
10
social and cultural heritages of the local, national, European, Commonwealth and global
dimensions of their lives (www.curriculum.qcda.gov.uk).
The mission statement of the International Baccalaureate aspires to creating good citizens.
The International Baccalaureate aims to develop inquiring, knowledgeable
and caring young people who create a better and more peaceful world
through intercultural understanding and respect (www.ibo.org).
The mission statement also affirms that the organisation desires to encourage active and
compassionate learners. This sentiment is reflected in the core values of the International
Primary Curriculum, in which it states students should develop the personal qualities they
need to be good citizens and to respond to the changing contexts of their future lives
(www.internationalprimarycurriculum.com).
The British National Curriculum also aims to develop qualities needed to be a good
member of society. One of the four main purposes of the British National Curriculum is to
establish entitlement (www.curriculum.qcda.gov.uk). The purpose of entitlement states
that no matter what background students have, they are entitled to secure knowledge that
will allow them to develop into active and responsible citizens.
From reviewing their curricular documents it is evident that the International Baccalaureate
Organisation curriculum, the International Primary Curriculum and The British National
Curriculum all aspire to developing the same type of student. They wish to create a
globally thinking, responsible citizen, who is a life long learner. Although the two
international curricula are designed as alternatives to the British National Curriculum, they
all share similar goals.
2.3 Independent learning
Independent learning is a current trend in the international circuit. It is a focus or purpose
of both the International Baccalaureate Organisation Curriculum and the International
Primary Curriculum (http://www.internationalprimarycurriculum.com; http://
www.ibo.org). Independent learning or ‘self-regulated’ learning has become increasingly
popular because of advances in technology such as faster access to Internet and Wi-Fi.
There are many definitions of independent learning. For the purpose of this study, the
definitions offered by Perry (2006) and Candy (1991) will be used. Perry et al (2006)
explain that independent learning is independent, highly effective approaches to learning
11
that are associated with success in and beyond school. Philip Candy (1991) argues that
independent learning is an educational philosophy in which students acquire knowledge by
themselves and develop the ability to undertake enquiry and critical reflection.
There are elements that are required to be present in order for independent learning to be
successful. Bates and Wilson (2002) claim that there needs to be a strong working
relationship between the teacher and the student for independent learning to work. Trust is
an important factor in the teacher and student relationship. Sharp et al (2002) hold that
trust in the classroom is built on teachers being more responsive to students’ needs and
interests.
The classroom environment must enable the students to learn independently. This
enabling environment is a further element required for independent learning to take place.
The enabling environment refers to the physical classroom and classroom resources. The
classroom routines are also an important factor in enabling a classroom for independent
learning; routines such as sufficient time allowed for completing tasks and the usage of
ICT in the classroom.
Independent learning has been linked to improved test scores (Hinds, 2007). Van Grinsven
and Tillema (2006) stated that students become more motivated to learn and have more
enjoyment in their own learning in an independent learning environment. Students who are
independent learners work to higher standards, have high self-esteem and are more
motivated to learn (Williams, 2003).
Global education aspires to the ‘goal of change’ in order to establish procedures that ‘do
not reproduce the system’ but rather ‘envisions social transformation and open’s people’s
eyes’ (http://www.coe.int). It is apparent that ‘the traditional definition of content has to be
replaced by a new perspective of the concept’ (http://www.coe.int).
The Global Education Guidelines from the Council of Europe outline the following aims:

To cultivate learning communities, in which learners and educators are supported
to work cooperatively;

To inspire and motivate ‘learners and educators through innovative teaching and
pedagogy’;

To challenge ‘formal and non-formal education programmes and practices by
introducing its own content and methodology’;

To accommodate and provide an environment that facilitates self-expression;
12

To provide ‘alternatives’ when decision taking and to consider the consequences of
choices, thus cultivating responsibility;

To encourage involvement in action and, thus, both educators and learners are
expected to ‘act dynamically’ (http://www.coe.int).
It has been shown that international schools are in search of innovative and dynamic
teaching methods. Howard Gardner’s (1983) revolutionary theory of multiple intelligences
is a dynamic concept that regards intelligences as interchangeable tools. Traditionally
intelligence was perceived as an innate attribute that remained constant, but Gardner’s
(1983) theory of multiple intelligences turned this concept on its head when he wrote that
intelligence can be nurtured and is trainable (Armstrong, Kennedy & Coggins, 2002).
From previous study, I became aware that Drama in education is both dynamic and
innovative and makes full use of all of Howard Gardner’s multiple intelligences. Dorothy
Heathcote’s Mantle of the Expert approach to learning takes drama in education one step
further by facilitating the independent learning that international schools so earnestly
prescribe. This will be examined in the following section.
2.4 What is drama?
The term is hard to define as it has evolved into many different practices. The online
Oxford dictionary (http://oxforddictionaries.com) uses a rather simplistic definition, stating
that Drama is the activity of acting. Russell DiNapoli (2003) elucidates that the word
Drama stems from the origins of a Greek word meaning action. He goes on to explain
Drama as “a natural human action that involves searching for the truth and bringing it to
light”. Via states: “drama is communication” (as cited in DiNapoli, 2003). Drama,
therefore, is about communication and searching for meaning. Another definition is that
drama is a tool to explore, express human feeling and is a necessary human activity
(http://ehit.flinders.edu.au). It is the ability to explore human feelings while protecting the
participants which makes it an extremely useful resource to use in the classroom. Drama
in education has developed into a powerful curriculum tool (http:// ehit.flinders.edu.au).
2.4.1 Drama in education
Michael Fleming (2003, 34) quoted the Cox Report to explain the power of Drama in
education:
Drama helps children to make sense of different situations and
13
different points of view […] helps children to evaluate choices or
dilemmas […] contributes to personal growth […] is not simply a
subject […] is of crucial importance as a learning medium.
Drama in education is anything, which involves people in active roles in which attitudes
and feelings, not the characters themselves, are the chief concern (Heathcote, 1989).
There are many reasons for using Drama in Education. Dorothy Heathcote puts one of
the most powerful reasons forward.
Dorothy Heathcote believes that part of the role in teaching drama is to help
children to consider ideas from different aspects. As a result of this
informed consideration, they are better able to resolve problems and issues.
(O’Sullivan in: Grady and O’Sullivan, 1998, 42)
Drama in education helps students to understand themselves and the world around them. It
empowers students to understand their world through exploring roles and situations and
develops students’ verbal and non-verbal, individual and social communication skills. One
of the most beneficial and very functional reasons for using drama in education with
students is that teachers can hopefully share some merriment with their students (Heathcote
[1990] cited in Byron, 1990).
When using drama in education, teachers have a number of tools to use in the classroom.
These are called drama conventions or drama techniques. Conventions are ways in which
the teacher can manipulate time, space and human presence within the classroom to create
meaning for the students (Neelands and Goode, 2001). There are many different kinds of
drama conventions, and each convention can be categorised into four different types;
context building, narrative, poetic, and reflective (Neelands and Goode, 2001). However,
the range of choices can be confusing to a teacher new to using drama in the classroom.
Phil Herbert claims, “This pot-pourri of drama techniques and exercises can be productive
and is capable of engaging the student at a deep level, but it is not a model for learning”
(http://www.ucd.ie).
There are a small number of dramatic models of learning or pedagogies that are available
to teachers. The two of the most widely used are Cecily O’Neill’s Process Drama
(O’Neill, 1995), and Mantle of the Expert developed by Dorothy Heathcote (Heathcote and
Bolton, 1995). Process Drama refers to a type of educational drama, which proceeds
without a script, its outcome is unpredictable, and the experience is impossible to replicate
14
exactly (O’Neill, 1995: xiii). A Mantle of the Expert approach is one where students
assume expert roles, such as scientists or archeologists, to solve a real-world fictional
problem (http://www.mantleoftheexpert.com). Mantle of the Expert differs from process
drama in that it is based in a fictional real-world situation; whereas process drama can be
based in a fairy tale world (O’Neill, 1995). This study will use the Mantle of the Expert
approach in conjunction with a unit of geographical work.
2.5 Mantle of the Expert
This study will explore the use of a dramatic based approach to learning called ‘Mantle of
the Expert’. The researcher will teach a Mantle of the Expert unit in an international
classroom to examine whether Mantle of the Expert can successfully meet the goals of
international curricula, as well as encouraging independent learning.
Dorothy Heathcote developed Mantle of the Expert during the 1980s (Edmiston,
www.mantleoftheexpert.com; Taylor, 2006; Taylor, 2007; Heathcote and Bolton, 1995).
Dorothy Heathcote created this systematic approach to education upon reflecting on a
series of drama lessons with three “particularly naughty boys” (Heathcote, 2009,
http://www.mantleoftheexpert.com). Heathcote took charge of these three boys during
lessons, which took place once a week. The school principal had said to Dorothy and her
colleagues, as it was coming up to Christmas, that he wanted the whole school to ‘visit
Bethlehem’. She then decided that the boys would be the Three Kings travelling to
Bethlehem. Over the course of the week she gave them tasks and problems that needed to
be solved. Dorothy played the role of the kings’ servant. Dorothy realised, by solving the
tasks she had given them, the boys had become kings by the end of the week. The boys
were used to ordering her about like a servant (Heathcote, 2009). Dorothy also noticed
how confident the boys had become in their roles as kings by banding together to solve the
tasks, which did not give them time to be naughty. When Dorothy reflected on her work
with the boys, she recognised that they had become kings through ordering her to do things
to solve the tasks (which she later called episodes). She acknowledged that this never
would have happened to such depth if she just said, “we are going to pretend to be kings”.
Nonetheless, this was just a theory she was working on, Dorothy fully developed Mantle of
the Expert while working with a set of master level students at the University of Newcastle
upon Tyne (Taylor, 2007). Dorothy explained the terms ‘mantle’ and ‘expert’ in a video
podcast to the first international Mantle of the Expert conference in Hamilton, New
Zealand in August of 2009 (http://www.mantleoftheexpert.com). ‘Mantle’ does not refer to
15
a coat or a piece of clothing. Dorothy explains that she uses the term ‘mantle’ as a quality
of leadership. ‘Mantle’ carries the standards of behaviour, morality, responsibility, ethics
and spiritual basis of all action. The ‘mantle’ then grows as the students wear it
(Heathcote, 2009). ‘Expert’ refers to the ‘opportunity to work at knowledge and master
skills, (Heathcote, 2002).
In Mantle of the Expert, students create an enterprise to run. This enterprise is constructed
in a partnership between the students and the teacher. The teacher gives the class tasks for
the students to start taking responsibility for the enterprise. Then a client is introduced into
the mantle. This client commissions the enterprise with a job that needs doing. The
students then embark on a series of tasks relating to the commission of the client. These
are mostly small group activities and the class comes together to make major decisions.
The decisions are set in the real world environment, and as such the interaction between
the students and the teacher is on a colleague-to-colleague level. This gives a distinct
power shift in the classroom towards the students taking responsibility for their own
learning. The students begin to generate a feeling of what it is like to be an expert by
solving the real world tasks (Taylor, 2006; Taylor, 2007; Heathcote and Bolton, 1995,
www.mantleoftheexpert.com).
Mantle of the Expert is a truly integrated curriculum approach, deeply rooted in the area of
active learning (O’Neill in Heathcote and Bolton, 1995: vii). It is an approach to education
embedded with enquiry, community learning, and dramatic learning (Taylor, 2006).
Galvin Bolton describes Mantle of the Expert as:
[…] like a spiral, a continuous path followed by the students through
knowledge into theatre and theatre into knowledge[…]
as they develop
responsibility for their own learning.
(Heathcote and Bolton, 1995:5)
2.5.1 Theories supporting Mantle of the Expert
The Mantle of the Expert website (http://www.mantleoftheexpert.com) referred to
a number of educational theories and theorists that underpin the use of Mantle of
the Expert. Vygotsky and his zone of proximal development were highlighted.
John Dewey and his theory on child-centered learning and the process of learning,
is just as important as the end product. Communities of inquiry and learning were
stressed as a major factor in Mantle of the Expert. The final theorist this study will
16
cover is Howard Gardner (1983) and his theory of multiple intelligences. These
are explored in the following sub-sections.
2.5.1.1 Community of inquiry and learning
Mantle of the Expert is a pedagogy that creates imaginary communities of learning in the
classroom. The value of communities of inquiry and learning were identified in ancient
Greece. Aristotle was quoted as stating, “the whole is greater than the sum of its parts”
(http://www.online-literature.com). Community of inquiry is a reflective learning model of
education. The students have a responsibility to be active participants in the classroom
process. The teacher still has a central role to play and must guide the students and
influence the classroom environment to make it conductive to the creation of a community
of inquiry and learning. Learning with other students can build social capital. Social
capital can be defined as the connections among individuals. Social networks and the
values of reciprocity and trustworthiness arise from these connections (Putnam, 2000).
This reflects Dorothy Heathcote’s idea of what mantle means by the term Mantle of the
Expert. Heathcote spoke about mantle carrying the standards of morality, behaviour and
ethics (Heathcote, 2009). There are more definitions of social capital that support the
functions or claims of Mantle of the Expert. One such definition is that of Fukuyama
(1995, cited in www.socialcapitalresearch.com), where he states that social capital is the
existence of a set of values or norms of a group and the ability of the group to work
together for a common purpose. Mantle of the Expert is founded in drama (Heathcote,
2009), hence the rules and claims of drama apply to Mantle of the Expert. Drama is a
social activity (Fleming, 2001; www.artcouncil.org.uk) in which students work and interact
together in small or large groups towards a common goal. While the students work
together, each group will generate its own set of values and norms to finish the task. They
will set up roles within the group; leaders, researchers and presenters. Now this might be
overtly according to each student’s specialty. One more definition of social capital is
defined as the groups, networks, norms and trust that people have available to them for
productive purposes (World Bank in Grootaert, et al, 2004). Mantle of the Expert creates
working groups within the classroom; these groups have to interact with other groups in
the classroom to overcome the tasks or episodes that the teacher creates for them. The
students have to trust that the other groups within the company are also completing their
tasks. It is this trusting and interaction with the other student groups that builds social
capital within the classroom as the Mantle of the Expert continues.
17
2.5.1.2 Zone of proximal development
Mantle of the Expert provides students with zones of proximal development in which they
can extend their present areas of learning (Yasar, 2006). Vygotsky (1978: 86) defines
zones of proximal development as: “the distance between the actual development level as
determined by independent problem solving under adult guidance or in collaboration with
more capable peers”.
The zone of proximal development is a situation where the student is pushed to the limits
of their current learning and propelled by the teacher or “more capable” peer into new
areas of learning. Mantle of the Expert provides Zones of Proximal development.
Students work with others in the fictional real-world of the enterprise; while doing this
they are presumed to behave and use language in new ways (Wagner, 1979).
2.5.1.3 John Dewey and his theories
John Dewey became one of the most influential educational theorists and philosophers of
the twentieth century (http://dewey.pragmatism.org). John Dewey proposed studentcentered classrooms, activity based learning, and cross-curricular lessons before they
became important issues in current national curricula. He had stated that students should
learn to be problem solvers and learn by being participants in their learning (Hurley, in:
Mcgreal, 1999). Dewey understood students needed to be interested and engaged in the
classroom in order to maximize their learning. His theories on learning and how schools
should be maximizing learning potential are still mainstream theories and educational
philosophies today (Hurley, in: Mcgreal, 1999). The notion that learning occurs best
through doing, not by just doing drills has become an underlying theory in many current
pedagogies including Mantle of the Expert (Dewey, 1999).
John Dewey’s ideals of education appear to support Mantle of the Expert. His theory on
‘students being problem solvers and learning by being participants in their learning not just
receiving the knowledge, reflects what Mantle of the Expert is trying to do. Heathcote and
Bolton (1996) expressed this idea when they wrote, “mantle provides a centre for all
knowledge in which knowledge is operated on, not just taken in.” Mantle of the Expert
reflects Dewey’s idea that students only learn by being engaged and interested in their
learning. Mantle of the Expert promotes engagement because it harnesses children’s
enthusiasm and ability for imagining (Edmiston, in www.mantleoftheexpert.com;
18
Heathcote, 2009). Dorothy Heathcote stated that learning occurs in Mantle of the Expert
through students solving problems in the episodes that the teacher supplies them with
(Heathcote, 2009; Heathcote and Bolton, 1995).
2.5.1.4 Multiple intelligences
Howard Gardner developed the theory of multiple intelligences in 1983 (Armstrong, 2009;
Gardner, 1983, 2000). He suggested that the theory of intelligence testing or IQ tests that
prevailed were very limited in their scope. The theories only identified numeracy and
literacy intelligences, which did not allow for people to be intelligent in other areas
(Gardner, 1983, 2000). Gardner initially proposed seven intelligences, but he revised his
theory to identify another intelligence (Armstrong, 2009). He explains that these different
intelligences account for a greater range of human potential in children and adults.
Linguistic or verbal intelligence refers to a student’s ability to use words and language to
communicate effectively. Students learn through saying, hearing, and seeing words
(Armstrong, 2009; Gardner, 1983, 2000). Logical or mathematical intelligence refers to
the student’s ability to use reason, logic and numbers conceptually. Students learn through
categorizing, classifying, and working out abstract patterns and relationships (Armstrong,
2009; Gardner, 1983, 2000). Spatial or visual intelligence is the ability to perceive the
visual and think in the physical space. Students, who are strong in spatial intelligence,
have strongly developed skills in sketching, creating and constructing (Armstrong, 2009;
Gardner, 1983, 2000). Kinesthetic intelligence is the ability to control body movements
and express oneself through movement. Students, who have strong kinesthetic
intelligence, are strong at dancing, balance, sports and acting (Armstrong, 2009; Gardner,
1983, 2000). Musical or rhythmic intelligence is the ability to produce or appreciate
music. Students, with strong musical intelligence learn using rhythms, melodies and music
(Armstrong, 2009; Gardner, 1983, 2000). Interpersonal intelligence is the ability to relate
to and understand others. Students, who have strong interpersonal skills, have developed
skills in listening, empathy, counseling and organising (Armstrong, 2009; Gardner, 1983,
2000). Intrapersonal intelligence is the ability to understand oneself and self-reflect.
Students, who have strong intrapersonal skills, like learning independently and pursuing
personal projects (Armstrong, 2009; Gardner, 1983, 2000). The last and newest
intelligence is Naturalist intelligence. Naturalist students learn best through interactions
with the environment. They are able to recognise plants, animals, clouds and other
different parts of the environment (Armstrong, 2009; Gardner, 1983, 2000). Howard
19
Gardener (1983) stated that schools, in the 1970s and early 1980s, focused mainly on
linguistic and logical-mathematical intelligences. The prevailing thought at the time stated
that people who were strong in one or both of these intelligences were intelligent. This did
not allow for adults or children who were strong in the other intelligences to shine. Dr.
Gardner argues that society should recognise the gifts of people who are strong in the other
intelligences: the artists, musicians, designers, dancers, entrepreneurs and the other people
who enrich the world we live in. Although many schools are now trying to reflect
‘multiple intelligences’, most have to adhere to the objectives of their national curricula.
Unfortunately not all curricula allow for the redesigning of objectives to allow for multiple
intelligences. Curricula and schools are test and assessment based, and these tests rely on
the traditional intelligences of linguistic and logical-mathematical. Schools are more
concerned with standardisation and homogenisation than with the cultivation of
individualism (Eisner, 2004).
Mantle of the Expert as a pedagogy could be a close fit for a school wishing to adhere to
and base a system of learning around multiple intelligences. Through careful planning a
teacher would be able to create any number of episodes of learning to explore all multiple
intelligences through one Mantle of the Expert unit (Heathcote and Bolton, 1995). Mantle
of the Expert approach lends itself well to all areas of learning, enabling students to
become agents of their own learning (www.bigfoot-theatre.co.uk). Greenwood and Brown
(2004) explained how Mantle of the Expert could manipulate learning in order to challenge
students to take responsibility for their learning across a range of intelligences, particularly
intrapersonal and interpersonal. Allana Taylor (www.mantleoftheexpert.com) clearly states
that Mantle of the Expert enhances the use of multiple intelligences, especially
interpersonal intelligence and intrapersonal intelligence. She highlights how Mantle of the
Expert can improve a student’s interpersonal skills by increasing social awareness of others
in the group; and individuals in the real world through playing the role of experts.
2.5.2 Mantle of the Expert and educational theories
The above sections argue that Mantle of the Expert is congruent to many educational
theorists and theories prevalent in today’s educational world. It is argued that it is through
students taking on roles of experts, that they are able to learn how to think and solve
problems independently. When a teacher plans and develops a unit of Mantle of the
Expert, he or she could create episodes for each multiple intelligence. Episodes have a
relevant and motivating purpose, which give students ownership over their learning
20
(Taylor, http://www.mantleoftheexpert.com), which is something John Dewey suggested
schools should be doing. He stated that students should be dealing with problems that arise
out of real situations (Hurley, in: Mcgreal, 1999). Mantle of the Expert creates zones of
proximal development, as Lev Vygotsky (1978) suggests in “Mind in Society”.
Communities of inquiry and learning are established as a normal course of Mantle of the
Expert (Taylor, http://www.mantleoftheexpert.com; Heathcote, 2009; Heathcote and
Bolton, 1996). The classroom acts as a community of learning because the whole class
works to solve the commission from the client.
If Mantle of the Expert is able to access the theories as argued above, then it could be the
dominant pedagogy in the future. The study will now look at how Mantle of the Expert
works.
2.5.3 How does Mantle of the Expert work?
Gavin Bolton has proclaimed Mantle of the Expert to be:
[…] the most sophisticated enlightened approach to education to
have been devised and that the future generations will benefit from its
philosophy and practice (Heathcote and Bolton, 1995: 192).
Mantle of the Expert creates imaginary communities in the classroom. Dorothy Heathcote
(2009) talks about how the students leave their lunch boxes and school bags in the
cloakroom; it uses the power of drama to shift the contexts of the classroom. She states
that Mantle of the Expert rewards the children’s curiosity of knowing and gets rid of the
fear of being wrong. Mantle of the Expert supplies a powerful structure of experiencing
being an adult, making decisions as an adult, but within controllable domains. Mantle of
the Expert lets the class experience being experts without leaving the classroom
(Heathcote, 2009). Consequently, it is more than the teacher telling the students “today we
are going to be experts” (Heathcote and Bolton, 1995). Dorothy Heathcote (2002)
compared Mantle of the Expert to conventional curriculum work. She used metaphors of a
river as compared to a highway or railway. Mantle of the Expert is the river, tributaries
feeding into an estuary where the many different aspects or episodes of the work achieved
a wide interrelated understanding of many different subjects within the curriculum
(Heathcote, 2002). Heathcote (2002) described the traditional method of teaching as the
highway. She explains that one ‘solution’ follows another ‘solution’ in strict linear format.
She says teachers are more comfortable with this form of progression as it is more
21
controllable and orderly (Heathcote, 2002).
Heathcote (2002) identifies seven elements that must be present to maintain and preserve
the Mantle of the Expert unit. These elements interact with each other throughout the
whole Mantle of the Expert unit.
The first element is that the teacher must establish behaving ‘as if we are experts’
(Heathcote, 2002). This puts the students into the now time of the drama. This changes the
students view from I do to I am doing (Heathcote, 2009). This element puts the students
into the role of people running or organising some form of enterprise. The element lets the
students see the tasks put to them from within. The students enjoy taking on responsibility
because the element of play is inherent in all their work (Heathcote, 2002). It is this notion
of play that allows the students to make mistakes without the fear that making mistakes
usually carry.
The second element relates to the enterprise that is selected by the teacher for the Mantle of
the Expert unit (Heathcote, 2002). The teacher must be aware of areas of curriculum study
he or she wishes the students to access during the course of the mantle unit. This is
because there are eight different types of enterprises that Heathcote (2002) has identified.
A different type of client employs each different type of enterprise, which in turn creates
different demands on the language, thinking and research areas of the students (Heathcote,
2002). The teacher selects the enterprise that best accesses the learning objects that need to
be covered. All enterprises will use the students’ linguistic and mathematical skills.
Through interaction with each other on a social level, the interpersonal and intrapersonal
skills will be exercised. Each enterprise will reveal the ‘social capital’ of the class, as the
students are required to help each other.
The third element is: the teacher has to begin the mantle as if the ‘enterprise’ already has a
history (Heathcote, 2002). The students enter an enterprise that already exists in some
form. They enter at a new point in its development, whether it is a new client or moving
into a new premises (Heathcote, 2002). Tasks will need to be done immediately; therefore,
the students begin to become socially invested in the enterprise. In this way they create
belief in what they are doing. Towler-Evans (cited in Davis, 1997) approached this entry
process by first explaining that the teacher should not say ‘today we are going to be in role
as experts’. She advises that the entry process into Mantle of the Expert experience is
about ‘inviting’ the students to wear the mantle (Towler-Evans cited in Davis, 1997). In
22
this early stage of the mantle, the teacher is modeling the type of language and behaviour
that will be necessary to maintain the mantle (Heathcote, 2002). This is also an important
time to transform the classroom into the mantle’s working environment. When the
students are directly involved in transforming their classroom into their fictional
environment, they will act more responsibly towards the mantle.
After the students have invested their belief in the mantle environment, it is time to
introduce the client. The client commissions the students to tackle a problem. The client
gives the students purpose for their work and a reason for their studying of Geography or
History, which sometimes can be lacking in traditional classrooms. The client builds
productive tension (Taylor, 2005). This tension may be positive, when the client is
perceived as a good person who wants to help society. The tension could be negative as
well, maybe the client wishes the experts to do something that is only in the client’s best
interests. The students will have to make decisions whether to satisfy the client, or try to
change the client’s mind, or even work against the client. One of the things that the client
provides is a need for clear communication. The communication will take many forms; it
could be verbal, written or visual. This will help the various learning styles of the children.
It is the sense of purpose that the client brings that stimulates commitment from the
students.
The fourth element is the establishment of the enterprise through tasks (Heathcote, 2002).
It is very important to set up tasks that will build belief in the enterprise. These tasks are
set to give the experts ownership of the enterprise. The opening tasks are important
because from them all future tasks flow (Heathcote, 2002). The teacher plans for these
tasks ahead of beginning the mantle unit. Thus, the teacher is able to select the areas of the
curriculum in which the mantle will begin. How the mantle unit develops after the initial
stage depends on the inventiveness of the teacher and the students combined.
The fifth element is the boundaries of time and scope (Heathcote, 2002). These boundaries
are mandatory to the running of the mantle. The teacher sets these boundaries and they
may not be questioned. Heathcote (2008) affirms that it is the mandatory elements, not the
teacher, that directly affects the behaviour of those running the enterprise. The boundaries
of the mantle are set in the initial invitation from the client. The boundaries might be
restrictions such as the timeframe of the unit and the final product or service that the client
wishes. This will focus the students’ work as experts.
23
The sixth element is progressing the mantle work based on doing tasks set by the teacher
(Heathcote, 2002). The students’ concern drives the mantle forward and the teacher
creates continual challenges for the students to overcome together (Heathcote, 2002). The
teacher must devise ways for each task to be active and facilitate students’ learning in
different ways. The tasks can challenge the different areas outlined by Gardner’s multiple
intelligences. This would allow different members of the class to shine throughout the
mantle unit, instead of the unit being controlled by a small number of students who may be
strong linguistically or logically-mathematically.
The final and seventh element needed for success is the way the teacher uses language with
the students (Heathcote, 2002). Mantle of the Expert is the land of ‘what if’ (Heathcote
and Bolton, 1995). The word ‘if’ or the implication of ‘if’ must be introduced early so the
students do not think they are actually going to make a product or run the service. The
object of a Mantle of the Expert unit is never to actually make a product (Heathcote and
Bolton, 1995). Teachers need to use vocabulary that models the way the students are
expected to use language in the structure of the mantle unit. The teacher must refer to the
hypothetical: “What if we…?” or “I wonder if the client wants…” (Wolf, 2009).
Heathcote and Bolton (1995) justify the need for hypothetical language as “raising the
curtain”; it lets the students peek into the stage where the mantle will be taking place. It is
to begin to engage their interest in the impending unit of work that is important. There are
two factors that influence the language used by the teacher to make the mantle more
palatable for the students (Towler-Evans, 2007). The first element specifies that the
teacher needs to speak in the moment. When the language is used this way, it creates an
understanding of the active, urgent and purposeful view of learning. This different use of
language is essential to the success of the mantle (Wolf, 2009). The second element is
being able to use ‘colleague talk’ as opposed to ‘teacher talk’. One of the key words the
teacher needs to use is the word ‘we’. This word indicates that the tasks of the enterprise
are shared as colleagues’, not just assigned by the teacher (Wolf, 2009). The way the
teacher and students are talking to each other allows for the roles that the teacher will need
to play within the context of mantle. Heathcote in her podcasts (2009) identified three
roles or voices. These voices create the power shift in the classroom: the teacher is no
longer the holder of knowledge and becomes the enabler of learning (Heathcote, 2009):

The first voice invites collaboration between the students and the teacher as
24
colleagues. The teacher would use such pronouns such as we, us and our. This
voice is called the Managerial Voice.

The second voice is that of the watchful guide. The guide’s voice points the way
forward for the class. The guide’s voice is very important when the flow of the
mantle is slowing down. The teacher uses this voice to guide the students’ learning
towards the particular areas of the curriculum that he or she wishes the students to
study.

The third voice is the others voice. This voice represents all the other voices that
may be needed during the course of the mantle. Heathcote (2009) explains that all
three voices are essential to preserve the active time of the mantle. The voices reenforce the image of the enterprise for the students.
Wolf (2009) explains that ‘teacher out-of-role’ is also important within a mantle. When
the teacher is ‘out-of-role’, he or she will be able to steer the direction of the unit more
directly than the guide’s voice. Heathcote and Bolton (1995) explain how both teacher inrole and teacher out-of-role are important and essential to any Mantle of the Expert. They
contrasted the value of each for the class and mantle. Teacher in-role encourages healthy
student and teacher communication; furthermore it strengthens the validity of the mantle.
Teacher out-of-role foreshadow the adventure and power of the drama. Both are essential
(Heathcote and Bolton, 1995: 30).
2.5.4 Challenges in using Mantle of the Expert
Allana Taylor (2006) states that one of the major challenges in using Mantle of the Expert
is the relinquishing of power in the classroom. The Mantle of the Expert approach requires
the students and teachers to co-construct the knowledge gained in the classroom. This is
against the traditional educational paradigm where the teacher is the sole holder of
knowledge and the students receive that knowledge. Teachers may not be ready to trust
their students to independently construct knowledge. There is also a similar problem for
the students. The students may not be ready to take responsibility if it is something they
have not had experience of before.
Many of the challenges for the implementation of Mantle of the Expert relate to the
dramatic nature of the approach. Drama is considered synonymous with creative dramatics
and drama games (Scheurer, 1996). Scheurer (1996) goes on to say that many teachers
25
believe drama is about drama games and play production. Curricula are already crowded
with traditional subjects such as literacy and numeracy, as well as the added pressure of
preparing students for standardised tests. Drama is seen as an extra subject, it is the extra
half an hour in the weekly timetable that can be used to finish class work. Drama has an
image of being a difficult subject to teach, that only talented dramatic teachers are able to
teach. Some teachers believe they do not have enough talent to teach it correctly
(Scheurer, 1996). There is even a thought that drama teachers are born rather than made
(Wagner, 1979). Many teachers are intimidated by classroom drama (O’Neill, 1989).
Mantle of the Expert requires the teacher to step into role and out-of-role, if teachers are
shy then their interactions with the students in-role will not be convincing. Subsequently,
students will not take ownership of the mantle and the whole purpose of mantle will be
defeated. Teachers who believe drama is for the dramatic type teachers will see Mantle of
the Expert as too much of a challenge for them to use in the classroom.
Mantle of the Expert is an approach that takes time to fully develop, so some teachers
believe that they do not have enough time to complete a unit. Teachers will experience
this problem if they do not work out a way to integrate the mantle unit into normal subject
time during the week.
One challenge of Mantle of the Expert stems from the creator of it all, Dorothy Heathcote.
The researcher has personal experience of this challenge. Dorothy Heathcote seems to be
able to prepare and organise amazing amounts of things for her students to use. She
overwhelms observers with what she prepares for her mantle units. Teachers may think
that is what a mantle unit requires, and might assume they do not have the time. This
challenge can be alleviated by access to training and access to weekend courses
(www.mantleoftheexpert.com). This type of training is not widely available across the
globe. This kind of close support is only available in Great Britain, which makes it
challenging for international educators. A further challenge is how to assess the success of
a Mantle of the Expert unit of work.
2.5.5 Assessment and Mantle of the Expert
Most of the current assessment methods available for teachers, only value individual
performance. Mantle of the Expert is mainly a group-based activity. Learning is achieved
through communities of inquiry and each student utilises multiple intelligences. Teachers
26
are left with the problem of how to successfully assess the unit. Heathcote and Bolton
(1995:18) state that individual students should be aware of what they are learning as they
continually record and assess new skills.
A new model of Assessing Pupils’ Progress provides a framework to assess the students
written work, both in-role and out-of-role (Stamp-Dod, 2009). This framework has leveled
criteria; it is leveled against National Curriculum standardised levels. The trouble with this
is that it is limited to the individually produced pieces of work. The Assessing Pupils’
Progress framework still does not allow for the assessment of group work.
The Mantle of the Expert website (http://www.mantleoftheexpert.com) highlights research
and theories put forward by Professor Mary James of the London Institute of Education
(http://www.mantleoftheexpert.com). She suggests a model she names Third Generation,
or simply 3G assessment. Professor James proposes three levels of assessment. The first
generation of assessment is assessing and learning what is taught. This level, or
generation, is where traditional assessment practices of standardised testing are put. The
second generation is assessing and learning as individual sense-making. This generation of
assessment is still individualised assessment, but it is more concerned with the student’s
ability to solve problems by applying what they know. This generation of assessment still
relies on linguistic and logical intelligences. Tasks included in this generation may be
extended essays, open-ended assignments and course work. The third generation is
assessing learning as building knowledge, as part of doing things with others (James,
http://www.mantleoftheexpert.com). James highlighted many underpinnings of the third
generation that directly relate to Mantle of the Expert. Third generation requires learning
to involve both thought and action. Another requirement that reflects Mantle of the Expert
is: learning is distributed within the social group. Third generation states that the
individual internalises the collective knowledge of the group. James
(http://www.mantleoftheexpert.com) explains that as an individual creates new knowledge,
he or she will then externalise it when communicating it to others who will put it to use
and then internalise it. This is one of the ways knowledge is transmitted within Mantle of
the Expert. It is the basis of the community of inquiry and zones of proximal development,
which were explored as theories underpinning Mantle of the Expert earlier in the chapter.
James (www.mantleoftheexpert.com) affirms that Third Generation assessment needs
future research to be affective in the education system.
27
2.6 Summary
This chapter began by suggesting there has been a phenomenal growth in the number of
international schools across the globe. A number of reasons were identified for this
growth, from war and the exploitation of the Earth’s natural resources to franchising. The
growth of international schools results in competition, which drives the need to prove that
the schools provide a high quality of education. International Schools are able to join an
association for Accreditation that allows schools to prove they provide a quality education.
There are also other ways for international schools to differentiate themselves from other
international schools. One of the ways is to offer an international curriculum. The two
most popular curricula are the International Baccalaureate Organisation curricula and the
International Primary Curriculum. The International Primary Curriculum and International
Baccalaureate curricula, as well as the British National Curricula, have very similar
purposes and goals.
The North-South Centre of the Council of Europe, officially named the European Centre
for Global Interdependence and Solidarity, states that:
Global education is an umbrella term for pedagogical concepts related to the
realities of today’s world. It is therefore an open, ongoing, multidimensional
concept of timely general education. Beyond that, it is also regarded as a
collective, holistic response to the historical challenge of supporting active
global citizens in creating and recreating a different, more equal, just, peaceful
and sustainable world based on solidarity (http://www.coe.int).
In an effort to explore suitable pedagogical models, which could be used to deliver
the humanising and holistic aims of international curricula, this chapter explored the
potential of drama in education, and specifically focused on an approach called
Mantle of the Expert.
Gavin Bolton describes Mantle of the Expert as:
[…] the most sophisticated enlightened approach to education to have been
devised and that the future generations will benefit from its philosophy and
practice (Heathcote and Bolton, 1995: 192).
This study will test out the claims of Mantle of the Expert proponents to see whether it is
successful in an international setting. Mantle of the Expert will be measured against the
aims of the international curricula to see whether it is fit for use in the International School
28
system.
The next chapter will describe the research methods used in the planning, implementation
and evaluation of a Mantle of the Expert programme in an international school in Thailand.
29
Chapter Three: Research Methods
3.1 Introduction
This chapter will outline the research methods available to me, and why I choose the
methods I did. It will describe the research environment and the participants in my study.
The particular Mantle of the Expert unit devised will be described. The data collection
methods will be analysed for validity and bias. I will begin with the difference between
the two main research methodologies: quantitative and qualitative research.
3.2 Educational research
There are two dominant varieties of research strategy available within the field of
educational research. These are quantitative research and qualitative research (Bryman,
2008). Each has a number of ways of gathering data. Researchers must decide on the
main focus of their studies, then choose whichever methods of data gathering best suits
their needs, and research questions.
3.2.1 Quantitative research – strength in numbers
Quantitative data is largely number based. Quantitative research methods try to quantify
the research questions. Fred Kerlinger, a qualitative researcher, stated “There is no such
thing as qualitative data. Everything is either 1 or 0” (Miles and Huberman, 1994: 40).
What he was explaining is that quantitative research operates on the basis of everything
being right or not right. I agree with Kerlinger in that the answer to certain closed
questions will be ‘yes’ or ‘no’. But this is a limited view because it does not account for
why people feel the way they do, or what has happened in their past to shape their opinion
in the present.
Quantitative research is useful to test certain hypotheses, or to see whether there is an
agreement on particular issues being researched (Mora, 2010). Mora (2010) explains that
quantitative data can be used to identify characteristics of relevant groups of people.
Quantitative research is about asking people for their opinions in a structured way so hard
data and statistics can be produced. To get reliable quantifiable data, it is very important to
survey fairly large numbers and make sure they are representative of the research area.
30
Quantitative research data is gathered primarily by surveys and questionnaires (Hara,
1995). The data can be gathered using face-to-face surveys with a clipboard, telephone
surveys, mail or e-mail, using survey websites such as www.surveymonkey.com.
Facebook, Linkedin and other popular social networking websites, offer new ways to link
with potential survey participants. A common way in which surveys are measured is by
using scales. The most widely used scale is the Likert Scale (Malhotra, and Peterson,
2006). In educational research the Likert Scale can be used as an assessment strategy that
can measure a student’s growth or feelings on a certain subject.
There are disadvantages to quantitative research (Hara, 1995). Hara (1995) states that one
inherent weakness in quantitative research is that the researcher’s viewpoint is not
considered. The previous quote from Kerlinger, ‘everything is either 1 or 0’, can be used
to explain another weakness, it does not take into account the complex nature of the human
mind. The quantitative method can be criticised as simplifying assumptions to allow data
analysis. This needs to be taken into consideration when applying it to an international
school situation, as the classroom may have many different influences, languages and
beliefs, which would not be accounted for with a large survey.
Quantitative research understands the ‘what is happening’ but does not account for the
‘why it is so’. This disadvantage is addressed using a qualitative data sampling method.
3.2.2 Qualitative research – size does not matter
Campbell (Miles and Huberman, 1994: 40) argues that all research essentially has a
qualitative grounding. This is almost the direct opposite position to Kerlinger, which is no
surprise as there is an argument by the quantitative researchers that qualitative research is
not scientific enough. While quantitative methods mostly deal with numbers and statistics,
qualitative methods deal with words, pictures or objects. Qualitative research aims to
show a selected group range of behaviour and tries to explore or examine the reasons
behind it. Qualitative research is essentially exploratory (Mora, 2010). Mora (2010)
explains that researchers use it when they do not know what to expect. Qualitative
methods can be employed to probe deeper into issues of interest and investigate, which
means qualitative research is richer that quantitative data, because the researcher becomes
more immersed in the subject matter he or she is researching (Miles and Huberman, 1994).
31
The design unfolds as the study continues; in fact the researcher becomes the research tool
(Neill, 2007). The researcher has many types of tools available with which to conduct the
data collection. Data can be gathered using focus groups, triads, dyads, in-depth
interviews, observations, online forums, social networking sites, blogs and diaries (Mora,
2010). Data gathering sessions may be conducted in person, by telephone or via the
internet. Qualitative research has a number of strengths. It is a highly flexible way to
research. The researcher is able to use a variety of tools to complete the data gathering.
The researcher may change the method design as the research develops (Neill, 2007). The
research structure and direction can be quickly altered as new information emerges
(Anderson, 2010). One strength that is very useful when conducting educational research
is that the researcher is able to interact with research candidates in their own language and
on their own terms (Kirk and Miller, 1986). Qualitative data facilitates taking context into
account when it comes to analysis.
There are weaknesses that a researcher should be aware of before conducting data
gathering. Qualitative research produces soft data, not hard physical data like quantitative
research (Charoenruk, http://utcc2.utcc.ac.th). Analysis of qualitative data can often be
time consuming because qualitative questions can be interpreted in different ways
(http://www.southalabama.edu). This means that not all in a sample will answer the
questions in the expected manner.
3.2.3 Mixed methods design
Historically, researchers positioned themselves at one end of the research continuum
(Hammersley, 1992). They have had to use quantitative or qualitative methods to gather
and analyse data. When a researcher subscribes solely to either approach, he or she not
only is able to avail of the strengths of that method but the researcher must also deal with
the weaknesses. It is the weaknesses that will impact upon the validity of the data.
Johnson and Onwuegbuzie (2004) wrote that both qualitative and quantitative paradigms
are important and useful in educational research. Johnson and Onwuegbuzie (2004)
supported the third paradigm of mixed method research. The goal of mixed method
research is not to replace either quantitative or qualitative methods, but rather to draw from
the strengths of both while minimizing the weaknesses (Johnson and Onwuegbuzie, 2004).
Cohen et al (2000) argue that researchers should realise that qualitative and quantitative
methods compliment each other, as numbers and meaning can be merged to enhance the
32
research data. It is inclusive, pluralistic, and complementary, and it suggests that
researchers should take a multifaceted approach when conducting their research (Johnson
and Onwuegbuzie, 2004).
This study will use a qualitative research design owing to the nature of its focus. The initial
questionnaire however will use both closed and open style questions. The first part of the
questionnaire will include statements using the Likert Scale. The last section of the
questionnaire will include open-ended questions to elicit the students’ feelings about
Geography and Drama. The study will use a qualitative design, employing a limited form
of action research which is particularly well suited to Mantle of the Expert.
3.3 Action Research
Action Research is known by many other terms, including participatory research,
collaborative inquiry, and action learning (O’Brien, 1994). Action research allows the
researcher to be a participant in the research. Action research is influenced by the need to
improve and understand the world by changing it and learning by studying the effects of
the changes (Kemmis and McTaggart, 1992). What separates this type of research from
general professional duties, consulting, or daily problem solving is the emphasis on
scientific study, which is to say the researcher studies the problem systematically and
ensures the intervention is informed by theoretical considerations (O’Brien, 1994).
O’Brien (1994) went on to explain several ways in which action research is different from
other types of research. O’Brien (1994) states that the primary difference is that action
research turns the people involved into researchers themselves because people learn best
by doing things themselves. Action research has a social dimension, because the research
takes place in real-world situations and aims to find solutions to real problems (O’Brien,
1994). Southard (2006) explained action research in an educational sense. She described
action researchers as ‘researchers who undertake a study because they want to know
whether they can do something in a better way’. Southard (2006) argued that action
research is concerned with changing situations, not just interpreting them as with other
methods of research.
33
Southard (2006) outlined two categories of action research. One category is descriptive,
which is research that is being conducted to find out what is currently occurring. The other
category is quasi-experimental, this is research conducted to test a hypothesis.
Action research is cyclical in nature. First, the researcher identifies a problem or a
hypothesis. After identification, the next step is to plan and take action. The researcher
should plan an intervention to the current situation. He or she may implement a unit of
Fig 3.1 Action Research Cycle diagram
work, or take a focus group for extended work. After the intervention or action stage, the
researcher should observe any changes as a result of the action taken. Once all the
available data has been collected, then the researcher evaluates and analyses the data.
Possible improvements are then suggested and planned. Following this first cycle, the
researcher should be able to identify improvements that could be made to the original
intervention. Once the improvements are made, the second cycle begins. After the
evaluation of the second cycle, the researcher would adjust any improvements for practical
implementation on a larger scale. This would be the third and final cycle. By following
the three cycles, researchers are able to design an effective change for the better in ones
own field of work (O’Brien, 1994; Southard 2006). This process can be seen in Fig 3.1
(above) created by Stephen Kemmis found in O’Brien (1994) and Southard (2006).
34
This study will follow the model of action research. It will follow the quasi-experimental
category, identified by Southard (2006). The study will test a hypothesis that a dramatic
intervention will succeed in an international setting. Due to time constraints, in this study
only one cycle will be completed.
3.4 Research questions
The overall aim of this study is to explore the use of Dorothy Heathcote’s ‘Mantle of the
Expert’ in an international school. The first goal will be to match Mantle of the Expert
with the purposes and goals of both the International Primary Curriculum and the
International Baccalaureate Organisation’s Primary Years Programme. This study will
focus on the targets and principles that were identified as being in common between the
two curricula. These are:
 to develop independent life-long learners

Research question:
Can Mantle of the Expert enable the development of independent learning
skills?
 to develop internationally minded students

Research question:
Will a Mantle of the Expert programme allow students in an international
school setting to develop an understanding of other cultures?
 to develop good citizens

Research question:
Can working through Mantle of the Expert encourage the development of
the social capital of the class?
The second goal of the study is to examine whether Mantle of the Expert can reflect the
educational theories underpinning it as a serious pedagogical option for use in an
international classroom. The study will examine these theories:
35
 Vygotsky’s Zone of Proximal Development

Research question
Does Mantle of the Expert allow the development of peer tutoring?
 John Dewey and his student centred classrooms and activity based learning

Research question
Does Mantle of the Expert generate enthusiasm for learning with different
activity based episodes?
 Howard Gardner and Multiple intelligences

Research question
Does Mantle of the Expert enable students to develop confidence to
participate in class, by using different skills in different episodes?
The final area this study will explore is the use of Mantle of the Expert by International
Classroom Teachers who are not drama specialists.
 International Classroom Teachers and Mantle of the Expert

Research question
Can Mantle of the Expert be used by international classroom teachers who
have little or no experience of drama?
3.5 Data collection
This study will use a range of research instruments to assess and explore the research
questions above. Questionnaires will be used at the beginning of the unit for baseline
assessment. Once the unit is completed questionnaires will also be used as a way to find
answers to the research questions. Interviews will be conducted with a smaller focus
group, representative of the whole class. The focus group interviews will be in the form of
informal open interviews before the Mantle of the Expert unit begins. The focus group
will also be interviewed upon completion of the unit. Observations will be part of the ongoing assessment of the unit. These observations will be written down in a researcher’s
journal. The students will be encouraged to keep drama diaries to track their own learning.
36
3.5.1 Literature review
Chapter Two of this study is based on a review of the literature that is available
internationally in the pertinent areas of the research being conducted. A literature review
is an account of what has been published on a topic by accredited scholars and researchers
(Cohen et al, 2000; McMillian and Schumacher, 1997:119). McMillan and Schumacher
(1997) further state that a literature review critiques the status of the knowledge available
in a carefully defined topic. The literature review can help define the research questions
for the researcher by identifying any gaps in the current knowledge and emphasising any
old issues (Loxley, 2006).
The researcher will carry out the literature review using a variety of sources, both primary
and secondary. The Internet will be a major source of information for this study. Areas
for the literature review will be international schools and international education, the
reason for the growth in international schools, what curricula the international schools use,
theories underpinning international education, independent learning. The researcher will
also conduct a literature review of drama and drama in education. The last section of the
literature review will cover Mantle of the Expert, theories underpinning Mantle of the
Expert, the benefits and drawbacks of Mantle of the Expert. There will be crossreferencing where and when appropriate.
3.5.2 Questionnaires
Questionnaires are an extremely useful tool for any researcher to use while conducting a
study. Questionnaires allow participants, who are shy in face-to-face interviews, time to
respond to questions without pressure of an interview. Loxley (2006) stated that a
questionnaire can act as the researcher’s proxy; the questionnaire is able to gather data for
the researcher without the researcher having to be present. The respondents, noting their
opinions, gather quantitative data. This can be in the form of ticking boxes or rating
responses to a statement. Questionnaires pose questions for the respondent to answer, a
space is often provided for an answer. One of the biggest benefits, when using the
questionnaire, is that the data is almost effortless to quantify and straightforward to analyse
(Wilson and McLean, 1994). Questionnaires are an inexpensive way to reach a potentially
large number of respondents, although the number of respondents relies solely on the
amount of people who actually take the questionnaire. Loxley (2006) affirmed that the
37
gathering of data through questionnaires is the most commonly used method of inquiry.
Questionnaires are easy to administer, especially using Internet websites such as
www.surveymonkey.com. Oppenheim (1992) stated that with careful construction the
questions can elicit opinions as well as factual information.
The quality of data received and the analysis of the data depend on the construction of the
questionnaire. There must be clarity and consistency throughout the whole questionnaire.
Cohen et al (2005) argued that when working with young students the questionnaire must
look easy, attractive, interesting to complete, and a simple design is necessary.
Construction of a questionnaire should be viewed as a multi-stage process beginning with
defining the objectives and ending with the analysis of the data
(http://www.cc.gatech.edu). It is important to consider what type of questions to ask when
designing the questionnaire. The questions can use open-ended or closed questions.
Closed questions often take the form of multiple-choice questions
(http://www.cc.gatech.edu). One major advantage that closed format questions have over
open format questions is that closed format help the researcher eliminate extreme answers
often found in open-format questionnaires (http://www.cc.gatech.edu). Open-ended
questions provide the respondent with space to answer the questions. Open-ended
questions allow for the respondents to express their own thoughts and opinions. This is
where the gems of information are found (Cohen et al, 2005). The open-ended questions
are more qualitative in nature because of the range of different answers the questions might
receive.
The questionnaires used in this study will offer a balance between open-ended questions
and closed questions. The closed questions will use the Likert scale. It is anticipated that
three questionnaires will be issued during the study. One will be given to the students as a
pre-unit questionnaire (see appendix two); this will gather baseline data to analyse
students’ attitudes towards studying Geography at school. The questionnaire will also
gather data on the students’ understanding of Geography. One more questionnaire will be
issued at the beginning of the study; this questionnaire will be for the parents of the focus
group (see appendix three). The parents’ questionnaire will provide the study with another
source of data; which will help with triangulation. The parents’ questionnaire will
generate data relating to the students’ attitude towards school while at home. The
questionnaire will gather data relating to whether the students talk at home about school.
38
The students will be given the same questionnaire at the end of the unit; this will highlight
any change in the students’ opinion upon completion of the Mantle of the Expert unit.
One important process that should not be left out is piloting the questionnaire (Loxley et al,
2002). Piloting a questionnaire means the draft questionnaire is given to a group of nonparticipants to determine the correct level of language for the questionnaire. The nonparticipant group should be representative of the participants in the actual survey (Loxley
et al, 2002).
3.5.3 Observations
Observation is the gathering of visual data in the normal situation where the research is
being carried out. Observational data is used to provide a description of the activities and
people, and is considered by Robson (2002:190) to be an obvious technique since students’
actions and behaviour are central to any enquiry. Cohen et al (2000) argue that
observations are superior to any other form of data collection while studying the nonverbal. Researchers should not ignore this statement, because one study into
communication found that 55% of all communication is non-verbal or body-language
(www.superbodylanguage.com).
There are two main strategies when recording observational data, participant and nonparticipant observation. Participant observation is where the researcher observes the
behaviour and actions of the group from within the group as a participant in the activities
(Robson, 1993). Non-participant observation is when the researcher is not a member of
the group (Robson, 1993). The degree of involvement moves from one of ‘complete
participation’ to one of ‘complete detachment’. In research, the ‘complete participant’
takes on an insider role in the group being studied and may not admit to being a researcher.
This raises ethical questions about covert research.
This study will use both forms of observational research. Participant observations will be
taken to record how the students react to dramatic elements that are injected into the unit.
Participant observation will allow the researcher to feel the social capital building from
within the group. Observations will be recorded in the researcher’s journal (transcribed see
appendix six). The journal will be organised chronologically, as each lesson happens, to
39
allow for adroit analysis at a further date. Detailed observations of what took place during
the lesson as well as any particular interesting occurrences will be recorded as they happen.
The class teachers will be non-participant observers, recording into a journal their
impressions of the lessons and any impact of these on their ordinary geography lessons or
in the classroom in general, what the children are learning and any positive or negative
suggestions they would like to make.
3.5.4 Interviews
Interviews are a flexible and adaptable way to gather information (Robson, 2002).
Interviews involve a more focused line of questioning than a survey or questionnaire.
They offer a chance to follow up on any interesting responses and investigate underlying
motives (Robson, 2002). Bell (1987) argued that a skilful interviewer is able to follow up
on ideas and investigate motives and feelings, which a questionnaire is unable to do.
Interviews can be useful when combined with questionnaires, as interviews can put flesh
on the bones of the questionnaire (Bell, 1987:73). The purpose of an interview is to
understand another person’s perspective (Bell, 1987). Loxley (2006) argued that in order
to gain insight into another person’s personal experiences and emotions on particular
issues, then interviewing will be the only way. Loxley (2006) further stated that during
face-to-face interviews, researchers are able to take note of body language.
Interviews will be conducted in this study as a way to uncover students’ views regarding
the studying of geography and drama. Six students will be selected as a focus group. The
focus group will be selected to be representative of the views of the class. Interviews will
be conducted with the focus group prior to beginning the Mantle of the Expert unit of
work, to ascertain their feelings about geography (see appendix four for interview
questions; see appendix six for transcribed interviews). Interviews will also be conducted
upon completion of the unit to record the students’ feeling about learning geography
through Mantle of the Expert (see appendix ten). The focus group interviews will be
audio recorded and transcribed in the appendices. Interviews will also be conducted with
the participating international teachers to understand their feelings towards using Mantle of
the Expert as an approach to teaching and learning (see appendix eleven).
40
Structured interviews are prepared like questionnaires except that the researcher asks all
respondents the same questions [mostly closed] and ticks the answers. A structured
interview can offer the benefits of both interviews and questionnaires. The interviewees
may be invited to elaborate, may offer additional voluntary information which could prove
valuable, or may display interesting body language.
3.6 Research context
The school is a private co-educational school in the middle of Bangkok, Thailand. The
school is in the ninth year of operation. The programme of study is based on the National
Curriculum of England. The students range from Nursery to Year 13. The school is
accredited through the Council of International Schools and the New England Association
of Schools and Colleges.
A large range of nationalities is represented on the student role. Thirty three nationalities
are represented in total, the top six being Thai, British, Indian, Japanese, American and
Australian. The number of students currently enrolled at the school is approaching 650
students, according to the school website. Pupils are from expatriate transient families;
these families often stay no longer than three or four years. There is also a large number of
fee paying Thai students from high-income families. The language of instruction is
English, the playground language is a mixture of Thai, English and Korean.
Drama is timetabled for one half an hour lesson per week. The researcher has previously
held in-service drama training in the school on how to integrate drama with other
curriculum subjects. The school has just completed building a 350-seat auditorium.
School productions and musical concerts are to be held there each term. Geography units
are taught twice a week for one hour each time. There are two geography units taught in a
year, each consisting of six-week units. There is no geography co-ordinator promoting the
teaching of Geography. The ordering of geography resources is completed by the Head of
Junior School. The method of geography teaching is predominately teacher led
discussions and worksheets.
41
3.6.1 The class profile
The research will be conducted in a Year 6 classroom. There are 19 students in the class,
11 boys and 8 girls. The researcher is their class teacher. There are a mix of nationalities;
Thai, Australian, American, British, Belgian, Dutch, Korean and Malaysian. There are
currently four students receiving learning support for various learning difficulties. Their
academic ability is balanced with 4 high achieving students and 4 requiring special
learning assistance. The class is an outgoing class; it has had drama lessons every week.
The class members have a keen interest in learning drama, and have experience of drama
in education being integrated into their lessons.
3.6.2 The focus group profile
The focus group will consist of six students. Three boys and three girls have been
selected to represent the attitudes and behaviours of the entire class. The students will be
chosen based on the available assessment grades in each subject. Two students from the
top achieving group, two from the middle achieving group and two from the lower
achieving group will be selected. These students are also representative of different
personalities, introvert and extrovert. Each student will be given a pseudonym to protect
his or her identity, while being discussed during the study. They will be known as Ronny,
Helen, Andy, Jenny, Jimmy and Belle. The researcher has included biographical notes on
each focus group member, in the table below.
Table 3.1: Focus group students
Student
Alias
Age
Gender Nationality
Notes
A
Ronny
11
Male
High Academic Ability
Australian
Sporty, representative in
many school teams.
Likes drama, has been in
one school production.
Takes the lead in class
plays.
B
Andy
11
Male
American/Thai
Average Academic
Ability.
Quiet, was an introvert
at the beginning of the
42
year.
Doesn’t take part in
class often. Doesn’t like
to be wrong.
C
Jimmy
10
Male
British/Thai
Low/Average Academic
level
Confident boy
Has been in two school
productions.
D
Helen
11
Female Norwegian/Thai High Academic ability.
Quiet, doesn’t speak
much in class.
Not very outgoing.
Been in a school
production.
E
Jenny
10
Female Thai
Average/High Academic
ability.
Quiet, likes to speak
Thai when she can.
Speaks Thai at home.
F
Belle
10
Female Belgian
Low academic ability.
Very outgoing.
Full of confidence.
3.6.3 The participating teachers.
Part of the aim of this study is to research the use of Mantle of the Expert by international
school teachers, who are non-drama specialists. To assess this aim the researcher’s
colleagues will be running the same Mantle of the Expert unit at the same time as the
researcher. The researcher will be interviewing both teachers upon completion of the unit.
Both teachers have previous experience teaching internationally. Both teachers are female
and from England. One teacher does not like doing drama because she is not confident in
performing in front of others. She is the Literacy Co-ordinator for the junior school. The
other teacher has some experience in using drama in education in the classroom but is not
43
confident using it. She is the Key Stage Two co-ordinator. The teachers will be given
pseudonyms to protect their identities; they will be known as Mrs A and Mrs B (see table
3.2 below).
Table 3.2: Teacher Participants
Teacher
Alias
Male/Female
Number of
Notes
years teaching
A
Mrs A
Female
10 Years
Co-ordinater in
School.
Not very
dramatic.
Prefers
Literacy.
B
Mrs C
Female
5 Years
Literacy Coordinater in
school.
Does not feel
confident doing
drama.
3.7 Triangulation
Triangulation is the use of two or more methods of data collection when researching
human behaviour or some aspect of human behaviour (Cohen et al, 2000). Creswell
(2000:196) refers to triangulation as the principal strategy for ensuring the strength of
evidence. When a researcher conducts research, he or she will wish to ensure validity and
reliability of research results. Using triangulation as a method of examining responses
from different viewpoints allows for the validation of the research, which may have
otherwise been subject to bias or criticism from colleagues (Cohen et al, 2000). Cohen et
44
al (2000: 115) mentions that triangulation methods are suitable where a controversial
aspect of education needs to be evaluated.
In this study, the researcher will employ several data collection methods to triangulate the
results. The study follows a qualitative design.
Data collection methods used for the purpose of triangulation will be:

Pre-mantle unit and post-mantle unit student questionnaires.

Interviews with a representative student focus group.

Questionnaires for parents of the focus group.

Observations of lessons noted in a research journal.

Interviews with other teachers teaching the mantle unit.

Analysis of students’ drama diaries.

Interviews with parents of the focus group after the mantle unit.

Observations of the end of unit presentation.
3.8 Reliability and validity
It is important for any research study to be seen as reliable and valid for it to be taken
seriously. The principles of reliability and validity are very important for any
recommendations or conclusions to be acted upon. Cohen et al (2000: 117) state that
reliability is a synonym for consistency and replicability over time, over instruments and
over groups of respondents. However, qualitative research deals with human feelings and
thought; and every classroom, every teacher, every set of learners is different. Therefore, it
is impossible to achieve 100% validity due to the very nature of the respondents (Cohen et
al, 2000). Gronlund (1981) states that validity should be seen as a matter of degree rather
than an absolute state. The researcher must then ensure the maximum amount of reliability
and validity achievable.
In this study, to achieve the utmost amount of reliability and validity, the researcher will
keep the same focus group members throughout the mantle unit. The focus group
members will receive the same pre-unit questionnaire, post-mantle unit questionnaire and
the same interview questions will be asked. The whole class will receive the same premantle unit and post-mantle unit questionnaire. The researcher’s colleagues will receive
the same explanation of the unit and receive the same mantle unit plan. All three classes
will be given four weeks to bring the unit to completion.
45
3.9 Ethics
Ethics is very important to consider before undertaking any research study, particularly
when dealing with children. Children’s welfare and safety should be the number one
priority when conducting educational research. Cohen et al (2000) explains that ethical
issues may arise from the methods used to obtain research data, or the way the data and
analysis of the data is presented. Cohen et al (2000: 61) advocates that obtaining the
consent and co-operation of subjects who are to assist in the investigations, and of
significant others in the institutions or organisations providing the research facilities, is
essential. Everyone who participates within a research study should be entitled to
confidentiality, this is especially important when researching alongside children.
The researcher will ensure at all times during the research and when reporting, that ethical
issues will be taken into account. Prior to beginning the research, informed consent will be
obtained from the required heads of school to use the school as a base for the study.
Letters of consent will be sent home with the students to obtain permission from their
parents. The researcher will obtain consent from the children involved in the study via the
letter to the parents, as the consent forms will also require the students’ signatures. The
researcher will discuss the mantle unit with the teachers of the classes involved in the study
to gain their consent. Confidentially will be assured in the final dissertation by giving
pseudonyms to the participants. Full copies of the consent forms that were sent to the
parents of the participating class are available in appendix one.
3.10 Bias
Biases are reproduced inaccuracies that consistently produce a false pattern between
observed and true values (http://www.umdnj.edu). Bias is a natural occurrence, especially
when using qualitative research methods, because data is analysed by the researcher. In
research, bias is inevitable. Researchers need to recognise bias and reduce it, or at least be
aware of it (http://www.focusgrouptips.com).
In an attempt to reduce bias, I will clarify my position regarding the research. I am a
proponent of the use of drama in education in the classroom. I believe that it enhances
students’ learning across the curriculum. I believe drama is undervalued as a subject, as
well as being misunderstood as merely a field of study that is just about plays and games. I
46
am the classroom teacher of the class designated as a research sample, which means I
already have a working relationship with the participants. I am biased in so far as I want
the research to succeed, therefore Mantle of the Expert could become a viable option to
teach international curricula. However, I have my doubts that Mantle of the Expert will
succeed in the research questions set in this study.
I acknowledge that this study will not be totally free of bias, but I will strive to reduce bias
to an absolute minimum by engaging in critical analysis and reflection at all times. This
study will also use a variety of triangulation methods to achieve this goal.
3.11 Reactivity
Amassing data by bothering people through interrogation, or other means, affects the
reliability of the information obtained (Loxley, 2006). However, there are ways in which
reactivity can be avoided or controlled.
It is believed that if the researcher builds up a rapport with the informants, thus gaining
trust, that the informants will be honest with the researcher. Consequently, researchers
wish to remain in the field long enough to become ‘invisible’, but they also want to build
‘rapport’ with the informants. Experience in the field, confidential interaction with
numerous informants and cross-comparisons of data make pretention or lying ineffective
and unlikely.
In this study, reactivity will be considered when analysing the results of the data. The
researcher has the benefit of being the classroom teacher for the participating class. The
researcher has a strong rapport with the class. The researcher is aware of the strengths and
weaknesses of each member of the focus group. The researcher has a strong rapport with
the participating international school teachers. The researcher is confident in their ability
to read and work from schemes of work.
3.12 The Project
Project title
-
The Chao Phraya River Mantle.
Number of participants
-
Main participating class has 19 students. The other
assisting teachers both have 20 students. This brings
the total number of participants to 59 students
Age of participants
-
10 and 11 year olds
47
Duration of the lessons
-
11 lessons x 1 hour over a period of 4 weeks
Project timeline
The time scale for completion of the dissertation is limited and therefore, in order to keep
on task and complete the project on time, it is necessary to draw up a schedule.
Timeline:
September 2010 – March 2011
Literature search
October 2010 – December 2010
Baseline research
December 2010 – February 2011
Planning and pre-intervention
assessment
March 2011 – April 2011
Mantle of the Expert project
May 2011 – June 2011
Post project data collection
July 2011 – September 2011
Data analysis and writing up
Aims and objectives
The specific aims of this unit are for students to be able to:

Identify and name the major river in Thailand;

Identify the features of the Chao Phraya River;

Design and create a company logo;

Locate and use information on the Internet;

Name the major cities along the Chao Phraya River;

Identify the places of cultural significance along the Chao Phraya River;

Interview people to gain information;

Interview and negotiate with other people;

Design and create a schedule for a TV programme;

Present research findings to a group of adults.
48
Objectives
By the end of this unit the students will confidently be able to use a full range of skills and
different kinds of maps and resources to undertake independent investigations. They will
have researched information independently, and shared the information with the group.
They will be able to use geographical terms to describe a river. They will be able to use
drama techniques to understand how people might work outside of school.
Summary of the lessons
An outline of each lesson in the Mantle of the Expert unit will be summarised here. The
geography unit of ‘Rivers’ (http://webarchive.nationalarchives.gov.uk) will provide the
curriculum base for the exploration of Mantle of the Expert. There is a large river running
down the middle of Thailand, straight through Bangkok where the school is located. The
Chao Phraya River has a long history and is used in many different ways by the people of
Thailand (http://www.bangkok.com). In previous years the researcher had previously
taught the rivers geography unit, but found the unit to be tedious and not very well
received by the students. The first lesson was to establish the notion of the students
belonging to a research company. The full set of lesson plans is available in the
appendices.
Lesson One
Aims
The aim of this lesson is to:

Establish the ‘now’ of the Mantle of the Expert unit’ (Heathcote, 2002);

Create a company name and logo.
Objectives
At the end of the lesson the students will have accepted the identity as a group of
researchers working in Thailand. The students will have worked as a group to create a
company identity.
The teacher gathers the students outside the classroom. The teacher will establish a
contract with the class, stating ‘we will be entering into a fictional real world situation’.
The teacher will establish with the students that they will be entering the classroom as
adults; and the teacher will be entering in-role as a member of the team. The students will
be asked to set up the classroom in the way they would like it for the mantle unit. Then the
49
students will find out that they are to become members of a research company. Their first
task will be to name the company. After that, the company will have to create a company
logo and nametags for persons to wear while in-role.
Lesson Two
Aims
The aims of this lesson are to:

Introduce the students to the client and the client’s commission.

Generate a list of aspects of the Chao Phraya River to be researched.
Objectives
At the end of the lesson the students will have formed research groups; they will have
areas to research independently. The students will have shared ideas and put forward their
opinions.
The client will be introduced by an e-mail sent to the company e-mail address. The client
will be given the fictitious name of Mr Tongkee. He will belong to a fictitious branch of
the Thai government. He will commission the students’ company to research the Chao
Phraya River and present a plan for a television show promoting the river. The television
show is to highlight the geographical features of the Chao Phraya River. The students will
generate a list of subjects that can be researched. These subjects will be geographically
influenced such as: features of the river, the source and course of the river, how people use
the river, the history and culture along the river. The students will decide which team to
join based on their interests.
Lesson Three
Aims
The aim of this lesson is to:

Watch a television programme to give the students an understanding of the
structure of a television programme.
Objectives
At the end of the lesson the students will have understood how their area of research can be
reflected in a television programme.
50
The students will watch a television programme called “BBC Rivers with Griff Rhys
Jones” (http://www.bbc.co.uk). The students will be told that they will be producing a
similar style programme using the Chao Phraya River. They will form into their research
teams. Teams will watch the programme and look for how their research area is reflected
in the programme.
Lesson Four
Aims
The aims of this lesson are to:

Review and develop areas of research.

Decide which actor or actress to invite on to the programme.

Calculate costs of the programme.

Identify safety concerns.
Objectives
At the end of the lesson the students will have voted on which actor or actress to invite on
to the programme. The students will have worked as a group to identify possible safety
concerns. The students will have identified possible areas of research that needs
development.
Each research team will present what research they have currently completed. The group
will suggest any areas that need further research. The company will receive an e-mail
from the finance department and an e-mail about the safety risks from Mr Tongkee. The
financial e-mail will be asking the students to begin to calculate the cost of the television
programme. The students will be supplied with a simple cost sheet and will be encouraged
to search for up to date costs. The e-mail from Mr Tongkee will advise the researchers to
consider and research how to ensure the safety of all people who will work on the project.
The students will have to decide which actor or actress to invite to front the programme.
In-role, the researcher will inject some dramatic tension into the lesson by announcing that
a camera crew is being held hostage in a village along the Chao Phraya River. The village
is actually a fictional village. The students will have to decide their best course of action.
The researcher will remind students that they will also have to start planning the television
programme.
51
Lesson Five
Aims
The aims of this lesson are to:

Gain information by interviewing others.

Discuss and formulate a course of action.

Design and create a structure for the programme.
Objectives
At the end of the lesson the students will have interviewed the head of security, and
discussed the plight of the missing camera crew. The students will have begun planning
out the structure of the television programme.
The researcher will switch roles by being the head of security for the company. The
researcher will have information about the missing camera crew. The students will have to
ask the right questions for the information to be retrieved. The students will discuss the
best solutions for this problem. The researcher will guide the students through inviting the
head of the village to a conference to discuss the matter of the cameramen. While in-role,
the researcher will inform the students, that BBC executives will be visiting in two weeks
time to view a presentation. The students will plan out the structure of the programme.
The students will plan, as a whole class, what additional research needs to be completed.
Then the whole class will assign duties to be completed.
Lesson Six
Aims
The aim of the lesson is to:

Create a set of questions for a purpose.

Develop the best way to invite the head of the village to a meeting.
Objectives
By the end of the lesson the students will have discussed and designed a set of questions.
The students as a group will have discussed and developed a way to invite the head of the
village to a meeting.
52
The students will develop a set of questions for the head of the village, to ensure the safety
and the release of the cameramen. The students will have to work out the best way to
invite the head of the village, so as to be certain that he will come.
Lesson Seven
Aims
The aim of this lesson is to:

Convince the head of the village to release the camera crew.
Objectives
By the end of this lesson the students will have convinced the head of the village to release
the camera crew. The students will have worked as a whole group to develop the best
course of action.
The researcher will take on the role of head of the village. The students will use the
questions from the previous lesson to ask the head of the village what can be done to
secure the release of the camera crew. The students will have to convince the head of the
village that what happened was a mistake. The students will be under pressure to broker a
solution in one lesson because the BBC executives will be coming for the presentation in
three lessons time.
Lesson 8
Aims
The aim of this lesson is to:

Design and create a schedule for the television programme.
Objectives
By the end of the lesson the students will have designed a minute-by-minute schedule of
the television programme. The students will have used previous research to design the
schedule.
The students will create a schedule for the television programme. They will need a
minute-by-minute schedule, which includes where and what happens for each minute. The
schedule will need the filming locations and how long the actor will be at each location
within the programme.
53
Lesson 9
Aims
The aim of this lesson is to:

Plan a presentation of their data.
Objectives
By the end of the lesson the students will have planned a presentation to their parents and
heads of school. The students will have started to practice their parts in the presentation.
Students will need to develop and create a presentation for their research findings. They
will also need to present to the executives a time schedule for the television programme.
The students will plan this out in a whole group situation. The group will decide who is
presenting which section.
Lesson 10
Aims
The aim of this lesson is to:

Present data to invited guests.

Answer any questions from the guests about the data or the process of the unit.
Objectives
By the end of this lesson the students will have presented their research findings to a group
of invited guests. The students will have each been involved in the presentation. The
students will have answered any questions from the invited guests.
The students will be in-role as researchers. The students will present their findings to the
BBC executives (Principal and parents in role). The students will need to present their
proposed television programme schedule. They will need to explain what the actor is
doing in each minute of the programme.
After the in-role section of the presentation the students will share with the guests what
they thought of Mantle of the Expert. The students may talk about what they learned from
this unit.
54
Lesson 11
Aims
The aims of this lesson are to:

Complete an end of unit questionnaire.

Discuss thoughts and feelings about the mantle unit.
Objectives
By the end of the lesson the students will have shared their feelings about learning
geography through a Mantle of the Expert process. The students will have completed an
end of unit questionnaire.
The students will complete a questionnaire to help the researcher understand their thoughts
on learning Geography through Mantle of the Expert. The questionnaire will be based on
the questionnaire given to the students before the mantle unit began.
The researcher will chair a class discussion on Mantle of the Expert and learning
geography. The students will offer their views and feelings about learning Geography
using Mantle of the Expert as a teaching and learning approach.
Having presented the research design, and the methods selected to pursue this research, the
following chapter will present and discuss the results of the baseline research, the Mantle
of the Expert lessons and the end of unit questionnaires and interviews.
55
Chapter Four: Data Analysis
4.1 Introduction
The results of the baseline research, the project investigation and the post project inquiries
will be presented in this chapter. The project will be analysed with a commentary on each
lesson. Results of the focus group post project interviews and my colleague’s post project
interviews will conclude the chapter.
4.2 Results of the baseline assessment
Findings from the students’ pre-unit questionnaire are discussed here, followed by the data
gathered from the focus group pre-unit interviews:
4.2.1 Student questionnaire
The purpose of the first set of questions was to try to understand the students’ thoughts on
geography in general. The questionnaire is included in the appendices and is located in
appendix 2. There were six statements about geography based on the Likert Scale
(Malhotra, and Peterson, 2006). The Likert Scale was chosen for the first part of this
questionnaire because of its simplicity of use. The students were able to complete the
questionnaire without it causing too much anxiety for them. The students were asked to
place a tick which best represented their feelings on the statements offered. The choices
were as follows: strongly agree, agree, neutral, disagree and strongly disagree. There were
nineteen students in the class.
Responses
I like Geography.
The students were split in their answers to this statement. The split was between ‘Agree’
and ‘Neutral’, nine students each. The deciding vote was cast in the ‘Disagree’ box. The
results of this statement would suggest that there is a general ambivalence towards
Geography. There was no clear agreement as to whether they liked or were indifferent to
Geography. The focus group students also divided their vote in the same way as their
classmates, equally between ‘Agree’ and ‘Neutral’, three students each.
56
I think learning Geography at school is fun.
The results were quite clear here with the whole class. The most dominant answer was
‘Neutral’, with 79% of the students choosing neutral. This feeling is reflected in the focus
group interviews.
Andy (Interview: 15th December, 2010) stated “most of the time Geography is really
boring.”
Jenny (Interview: 15th December, 2010) stated, “Geography is kind of boring. We don’t
really do any fun stuff.”
The results from this statement suggest that 79% of the students do not find Geography
interesting.
I am excited when I go into a Geography class.
The results of this follow the previous statement. The class, as well as the focus group, in
most cases ticked the “Neutral” box. This could be because most of the class find
Geography boring as reported during (Andy interview: 15th December, 2010; Ronny
interview: 15th December, 2010; Belle interview: 15th December, 2010).
Geography helps me understand the world
This statement obtained a positive response from both the class and the focus group. All
students believe that Geography is important to understanding the world. The majority of
the students (73%) strongly agreed with the statement. The focus group was split between
“Strongly Agree” and “Agree”. This suggests that the class understands the value of
Geography, or presumes the value of Geography in their engagement with the world.
Geography is a very important subject to learn.
The majority of the class (68%) ticked “Agree” for this statement, the other students (31%)
ticked “Strongly Agree” with one student putting “Disagree”. The majority of the focus
group also wrote “Agree” with two of them putting “Strongly Agree”. This suggests that
the students understand that Geography is an important subject at school.
Geography can help me understand other subjects at school.
Almost all of the students were “neutral” on this statement, 90% of the class. It might
have been because they did not fully understand the question. There may have been greater
clarity if it had been written as: “learning geography helps me with my literacy and
maths”.
57
The second selection of questions were presented in order to find out what the students
understood about Geography. It revealed a number of interesting findings: the major
finding being that over half of the students did not understand what Geography is about.
Some of the students confused it with History.
“It is the study of the history of the world” (10 year old, Indian/Thai Girl, 12th
December, 2010).
“I think it is about history” (11 year old, Thai boy, 12th December, 2010).
The focus group seemed to have a clearer understanding of what Geography is about.
“Geography is the world,” (Belle interview: 15th December, 2010).
“I think Geography is studying about our world,” (Andy interview: 15th
December, 2010).
“I think that Geography is a subject when you learn about the world, and Earth,”
(Helen interview: 15th December, 2010).
One reason for the confusion could be explained by the fact that the school refers to
History and Geography as ‘Topic time’. The school teaches two terms of History and one
term of Geography. This could lead to some confusion, as the topic time will be on at the
same time each week for the whole school year. Students use the same book for both
subjects, and it is referred to as the ‘Topic Book’.
The following responses also showed a lack of clarity on what exactly Geography is by the
majority of the class, 73% of the students. When asked “what geography topics have you
studied at school?”, there were a range of answers from science topics, history topics and
geography topics.
“I studied solar systems, planets and the Milky Way.” (11 year old, Thai Boy, 12th
December, 2010).
“I have studied WW2, Ancient Greece, Ancient Egyptians and the Aztecs.” (10 year
old, Australian Girl, 12th December, 2010).
“Coastal areas, the world itself, oceans and seas and so forth…” (11 year old,
English/Thai Boy, 12th December, 2010).
The focus group equally referred the full range of science, history and geography topics
when trying to recall what geography topics they had done.
“I studied about plants” (Jenny interview: 15th December, 2010).
58
“In Year 5 we had to do a country project on a country we admired.” (Helen
interview: 15th December, 2010).
“How oceans and mountains are formed, how Earth’s like inside and names of
places.” (Andy interview: 15th December, 2010).
“In Year 5 we did a geography project. We had to do a lot of research about a
chosen country.” (Ronny interview: 15th December, 2010).
“The oceans and the countries.” (Belle interview: 15th December, 2010).
“The Greeks, Romans, the Victorians, Aztecs and Egyptians.” (Jimmy
interview: 15th December, 2010).
This survey highlighted that there was a lack of clarity regarding what exactly Geography
is and what Geography they had learnt at school, but it testifies to the impact of an
integrated curriculum where the subject divisions are blurred.
4.2.2 Focus group interviews
A number of open and closed questions were presented. The researcher wished to find out
their favourite and least favourite subjects at school and why these subjects were popular
or unpopular. The researcher also wanted to know if they could remember particular
lessons, and why they liked these lessons. Lastly, the researcher wished to find out their
opinion about Drama and Geography before the Mantle of the Expert unit began.
A range of subjects were cited amongst their favourites, but at the core of each response
was an emphasis on creativity that helped the students to enjoy the subject.
“ I like literacy because you get to create stories.” (Ronny interview: 15th
December, 2010)
“I like to read because I can create the scenes in my head.” (Helen interview:
15th December, 2010)
Jimmy and Belle’s favourite subject was Drama:
“I like it because I am good at acting so I like drama” (Jimmy, 15thDecember,
2010)
“I like it because it is so cool.” (Belle interview: 15th December, 2010)
Jenny’s (Jenny interview: 15th December, 2010) favourite subject was Art because she is
good at painting. Andy (Andy interview: 15th December, 2010) preferred Science because:
“you get to conduct experiments with different things.”
The group’s least favourite subjects were based on ability for the most part. When they
perceived that they were not good at a subject it was reported as not a favourite.
59
“I am very bad at drawing, so that’s why I don’t enjoy Art.” (Ronny
interview: 15th December, 2010).
“I am hopeless at maths. I am in the lowest (ability) class.” (Belle
interview: 15th December, 2010).
The other major reason was perceived difficulty with the subject. Jimmy’s dislike of
Maths was based on the fact that it was all “numbers and symbols” (Jimmy interview: 15th
December, 2010), also he reported that he did not like the fact that a response was either
right or wrong.
The lessons they remembered most were active lessons. This reflects John Dewey’s theory
of child centered learning in that the students learn and are able to recall more easily when
they are actively involved in their learning (Dewey, 1999).
Most of these had a dramatic
element to them. One such was Ronny’s favourite lesson:
We were studying the novel “Goodnight Mr Tom”. In this lesson we
read the part of the story where Mr. Tom was building the Anderson
Shelter in his garden. I didn’t know how it was made. The teacher
gave us some information on the Anderson Shelter and how it is built.
We had to form into groups of four. We had to pretend to be
government experts and show villagers how to build a shelter. It was
really fun because we got to pretend to be adults. We got to be
experts, and tell other people how to do things. (Ronny interview: 15th
December, 2010).
The students reported that they prefer lessons where they are actively learning. The group
also enjoyed “pretending to be other people” (Jimmy interview: 15th December, 2010).
When asked whether they liked or disliked Geography, a majority expressed that they
disliked the subject or had no opinion. Their reasons were very similar:
“Yes and no, most of the time it is boring” (Ronny interview: 15th
December, 2010).
“Not really, most of the time it is really boring. We mostly learn from
the whiteboard and do worksheets” (Andy interview: 15th December,
2010).
“Not really, I think it is very boring. We usually don’t do anything just
worksheets and listen to the teacher” (Belle interview: 15th December,
2010).
On the other hand, Helen contradicted the rest by answering that she enjoys Geography.
60
“Yes I like Geography. I like it because you get to study the world around
you.” (Helen interview: 15th December, 2010).
When asked whether they enjoyed Drama, the group all responded with a positive answer.
The reasons were very similar, irrespective of gender or ability level.
Yes I like drama so much. I love creating scenes with other people.
It’s fun, you can travel anywhere but not leave the classroom. (Jenny
interview: 15th December, 2010).
Yes of course. I like pretending to be other people. I am more
confident when I pretend to be other people. (Jimmy interview: 15th
December, 2010).
Yes I love drama. It is so much fun. You get to express yourself, and
also you get to be in a different role of person. (Andy interview: 15th
December, 2010).
Yes of course! You get to play drama games. You get to imagine things
and have fun. (Ronny interview: 15th December, 2010).
The responses from the final question helped to highlight what the students were feeling
before I began the Mantle of the Expert unit of work. I asked each focus group student his
or her preferred way to learn: teacher directed, independent or a mixture of both. There
was a fair amount of uncertainty. Belle and Jenny were unsure, so they replied with “not
sure”. The rest were also tentative about the answer, but after some thought they decided
that they preferred a mixture of both. Helen provided the most eloquent answer.
I like a mixture of both because you get to learn what you want with
independent learning. But also it is good to have the teacher there to
make sure you are not doing anything wrong. (Helen interview: 15th
December, 2010).
The researcher sent a questionnaire to the parents of the focus group students, this can be
located in appendix 3. The data collected from the parental questionnaire was
encouraging. The students’ personalities were reported as being very similar at home. The
parents all commented that their children like coming to school and think learning is fun.
One trait that came out of the questionnaire was that all of the students do not talk about
learning at home. One parent commented that her son hardly talks to her about
schoolwork anymore. One more universal personality trait noted is that all like to do their
best.
61
4.3 Baseline data conclusions
The data gained from the questionnaires and the interviews was very encouraging. The
data clearly showed that the students liked interactive lessons as suggested by John Dewey
(1999). The students showed that they enjoy learning subjects at school that they are good
at. This is in line with Howard Gardner’s theory of multiple intelligences (Armstrong,
2009; Gardner, 1983, 2000). The data shows that the students like to learn using drama.
The researcher will begin the Mantle of the Expert unit observing changes in the students’
behaviour that will provide answers to the research questions. These observations will be
recorded in a researcher’s journal, which is located in appendix 9.
The following sections analyse the Mantle of the Expert unit as it progressed. The
researcher will endeavour to address the aims and research questions put forward in the
methodology chapter.
4.4 Analysis of the Mantle of the Expert approach
The Mantle of the Expert unit consisted of eleven lessons. The unit began on Tuesday,
15th March. The final discussion lesson was on Tuesday, 3rd May. There were two lessons
a week, with a two-week holiday in the middle of the unit, but this did not seem to affect
the flow of the unit as much as it might have. The reason for this may have been because
the data revealed that they were fully invested in the mantle unit. The following analysis is
divided into sections reflecting the research questions.
4.4.1 Independent learning
Perry et al (2006) explain that independent learning is independent, self-determining,
highly effective approaches to learning that are associated with success in and beyond
school. Independent learning has been linked to many improvements in students learning
such as improved test scores (Hinds, 2007), as well as students working to higher
standards, having high self-esteem and being more motivated to learn (Williams, 2003).
The class were used to doing projects at home related to History and Geography topics.
These projects relied on the teacher to provide direction for the students to complete their
research projects independently. This was clearly evident during the first few lessons.
Although the students didn’t have totally directed teacher input there was little evidence of
independent learning taking place during the first three lessons. Many of the students did
not complete any study at home. During lesson four, the students were reminded in role
that they needed to complete research (Research Journal: 26th March, 2011). Also, during
62
lesson four the dramatic tension of the kidnapped cameramen was introduced. The
research teams had to be reminded to complete more research; they were reminded in role
as adults that they were getting paid to do a job (Research Journal: 26th March, 2011). The
students seemed to respond to this gentle reminding that they were roleplaying as adults.
Previously during the unit, the students were reliant on teacher input. After the reminding
that they were roleplaying as adults there were many examples of independent learning.
One example of independent learning was when Helen and Belle drew up the map of the
Chao Phraya River directly after Lesson 4 (Research Journal: 26th March). They used a
map from an atlas to draw an enlarged copy for the wall; this was completed over a break
time without any prompting. Andy showed the strongest example of independent learning
during lesson 5. He researched ‘Nagas’ on the internet, he then presented this information
to the rest of the class (Research Journal: 12th April, 2011; Andy’s exit interview, 10th
May, 2011). Andy presented the information to the rest of the class more confidently than
he had previously presented. Independent learning generates confidence in students (Van
Grinsven and Tillema, 2006; Williams, 2003). Andy mentioned in his exit interview that
this moment was his favourite part of the mantle unit:
I had to research about Nagas, and then present the research to the rest of
the office. It was my favourite because I was the only one that did the
Naga research; which meant I was the expert. (Andy’s exit interview, 10th
May, 2011)
Belle and another learning support student provided a further example of independent
learning directly after Lesson 5. Both girls went into their learning support teacher’s office
to ask to use her computer over a break time; they wanted to search the cost of flights from
London to Bangkok for the actor to fly over (Research Journal: 12th April, 2011). The
support teacher commented that she had never seen the girls so motivated to learn
(Research Journal: 12th April, 2011). Van Grinsven and Tillema (2006) stated that
students become more motivated to learn and have more enjoyment in their own learning
in an independent learning environment.
The unit encouraged independent learning in 70% of the students; there were still 5
students who did not seem to do any independent study. These students were the students
who usually did not hand in homework on time. These students often were slow to finish
their work and remained so during the mantle project.
63
Mantle of the Expert unit did encourage independent learning in most of the class (70%).
The students who chose to do some independent learning benefited from it by showing
increased confidence and an increase in enthusiasm for learning.
4.4.2 Cross-cultural understanding
The International Baccalaureate Curriculum and the International primary Curriculum
require students to be internationally minded (www.ibo.org;
www.internationalprimarycurriculum.com). For a student to be internationally minded the
student must first understand his or her own ethnic culture, as well as the culture within his
or her own country.
Prior to the Mantle of the Expert unit beginning, there was an awareness of the students
about other cultures. Students had completed History and Geography projects on other
cultures around the world. There was also this recognition that of people should be
internationally minded. But there seemed to be a lack of understanding of how to relate to
other cultures. During the mantle unit students showed a clear understanding of Thai
culture. Jenny was able to identify almost all of the temples along the Chao Phraya River
(Research Journal: 12th April, 2011). Two boys were able to tell the class about the
historic ancient city of Ayutthaya (Research Journal: 12th April, 2011). One of the boys
was Thai, he already knew about Thai culture, he was able to enlighten others as to the
importance of Ayutthaya. Lesson 7 provided an insight into another culture (Research
Journal: 18th April, 2011). The head of the village (teacher in role) came to a meeting with
the students. The researcher ensured that the village beliefs were different than the
students were used to in their own cultures. Through dealing with the head of the village
they were able to understand the value of another person’s culture even if they seemed
primitive. The students started to deal with the head of the village as they would deal with
a person from their own cultures. They understood there was a strong difference between
their culture and the head of the village’s culture, when Ronny was removed from the
meeting. It seemed to be clear to them that respect for one’s elders was very important in
the village culture. Ronny highlighted this when he said:
When we met with the Head of the village, he decided that I was being
too rude to him and wanted me sent out of the office. This was a good
learning experience for me because I learnt to behave more like an
adult and respect another culture. (Ronny exit interview, 10th May,
2011).
64
The meeting provided all students with a learning experience of another culture. Through
parts of the lessons the Thai students were able to share their expert knowledge of their
own culture.
4.4.3 Development of social capital
Social capital is defined as the groups, networks, norms and trust that people have
available to them for productive purposes (World Bank in Grootaert, et al, 2004). Drama
is a social activity (Fleming, 2001; www.artcouncil.org.uk) in which students work and
interact together in small or large groups towards a common goal. It is claimed that
Mantle of the Expert creates working groups within the classroom. These groups create
their own culture and way of working to achieve their goal.
Prior to the Mantle of the Expert unit, the students were used to working in small groups to
achieve work goals. The students didn’t have experience in working together, as a whole
class, to achieve a final piece of work. They had experience listening to others in a whole
class situation. But often when this happened not all students were paying attention to the
speakers. When the unit began, the small research groups split off and began discussing
what to do. It was clear by lesson three, not all groups were working together to do
research (Research Journal: 22nd March, 2011). Each group within the class was
eventually able to achieve its research goals. Lesson Seven provided a clear example of
social capital developing in the classroom. When the head of the village (teacher in role)
came to talk to them, the students worked with the head of the village to find a solution to
their dilemma (Research Journal: 18th April, 2011). Lesson Eight provided evidence of
social capital (Research Journal: 21st April, 2011). During the lesson, the students
organised themselves into a large group. Helen chaired the discussion to arrange the
schedule of the television programme (Research Journal: 21st April, 2011). There were
students, who usually sit back and do very little, volunteering to take responsibility for
projects. The whole class was able to work together to create the schedule. The
researcher, as a teacher, did not need to get involved in the lesson. The students as
‘experts’ were able to plan out the programme. This kind of whole interaction would not
have been possible at the beginning of the Mantle of the Expert unit. It seemed to suggest
the students had grown into their roles as adults, and realised they had to achieve an end
product or the client would be disappointed.
The relationship between the teacher and the students became stronger over the course of
the mantle unit. Previously before the mantle unit began, head teachers had commented
65
there was a strong rapport in the classroom. While the teacher was in role, the students
paid more attention than they had done before (Research Journal: 16th April, 2011). When
the students started to lead parts of the lesson, the teacher started to trust that the students
were beginning to work together to create knowledge.
4.4.4 Peer tutoring
Mantle of the Expert provides students with zones of proximal development in which they
can extend their present areas of learning (Yasar, 2006). Zones of proximal development
are situations where students can lead into new areas of learning by a teacher or a more
knowledgeable peer.
There were a few examples of peer tutoring before the mantle began. Most of the peer-topeer interactions were reliant on a high ability student teaching the lower ability student.
This mantle unit provided a number of examples of peer tutoring. Peer tutoring took two
different forms. Firstly, there was peer tutoring using the research information. Secondly,
there were peers tutoring others about being in-role. Some students found it very easy to
slip into role. During lesson one, when the students entered the classroom, some boys
pretended to play as if they were in the army but one girl who was already in-role told
them to stop being silly (Research Journal: 15th March, 2011). One example of peer
tutoring was constant through out the unit. Many students were having trouble
maintaining ‘role’ (Research Journal: 15th March, 2011). Evidence for this statement
relates to the number of students calling me ‘Mr Weeks’ instead of ‘Leon’. Only a small
number of drama students were able to maintain their role (Research Journal: 15th March,
2011). These students taught other students how to sustain their roles as adults throughout
the rest of the mantle unit. This peer tutoring was so successful that, by the end of lesson
eight, very rarely were students putting up their hands to speak (Research Journal: 21st
April, 2011). The students created communities of learning, where they were able to
educate each other using the information they had researched. The boys who had
researched about Ayutthaya could explain to the other students about the importance of
this ancient city (Research Journal: 12th April, 2011). Jenny taught the class about the
number of temples along the river (Research Journal: 12th April, 2011). Andy was able to
confidently explain and tell the whole class about Nagas (Research Journal: 12th April,
2011; Andy’s exit interview, 10th May, 2011).
66
4.4.5 Increased confidence
Howard Gardner developed the theory of multiple intelligences in 1983 (Armstrong, 2009;
Gardner, 1983, 2000). He explains that these different intelligences account for a greater
range of human potential in children and adults. Students are able to achieve success by
applying their strongest intelligences, and by achieving greater success they increase their
confidence. Allana Taylor (www.mantleoftheexpert.com) clearly states that Mantle of the
Expert enhances the use of multiple intelligences, especially interpersonal intelligence and
intrapersonal intelligence.
Students, who have strong interpersonal skills, have developed skills in listening, empathy,
counseling and organisation (Armstrong, 2009; Gardner, 1983, 2000). There were a
number of examples of increased confidence accessing students’ interpersonal skills.
Throughout the mantle unit Ronny and Helen took leadership roles in organising the other
students (Research Journal: 17th March, 2011; 22nd March, 2011; 26th March, 2011; 12th
April, 2011; 18th April, 2011; 26th April, 2011; 29th April, 2011). Both Ronny and Helen
grew in confidence throughout the mantle unit especially in the final lessons when they
were running lessons without the teacher being actively involved in the lesson. During
lesson eight, Helen began the lesson by saying what the students had to achieve by the end
of the lesson. Ronny started the process by stating what the schedule should look like.
Then he asked the group what they thought of the idea. Helen made sure everyone had
input into the schedule by asking other students their opinion that did not usually take part
in the lessons. What was surprising to see was that the other students accepted Helen and
Ronny as leaders this was evident as there were no behaviour issues while they controlled
the lessons. Belle showed a huge increase in confidence when she was able to describe the
process of the mantle unit to the school principal when he came into lesson eight (Research
Journal: 21st April, 2011). Andy benefited from his study of the Nagas and subsequent
reporting to the class. It was clear that he appreciated the fact that everyone was listening
to him, sharing information, which only he had (Research Journal: 12th April, 2011).
Jimmy’s confidence shone through during lesson five, he volunteered to compile a list of
actors for the television programme. Jimmy shared this list during the next lesson
(Research Journal: 12th April, 2011; 18th April, 2011). Jimmy would not have been able to
stand up and share his information if it was not for the confidence he gained from being
able to share from within role (Research Journal: 18th April, 2011).
67
4.4.6 Enthusiasm for learning
John Dewey theorised that children learn best when they are engaged and interested in the
topics they are learning (Mcgreal, 1999). Mantle of the Expert encourages engagement
because it harnesses children’s enthusiasm and ability for imagining (Edmiston, in
www.mantleoftheexpert.com; Heathcote, 2009).
Most of the students were very excited to begin the unit after signing the permission forms
and completing the initial questionnaires. Some of the students wanted to start straight
away. When the students were being introduced to the unit, it was easy to observe the
excitement on their faces. The whole class enjoyed inventing the company name, logo and
name badges (Research Journal: 15th March). After the completion of lesson three, some
over enthusiastic students asked if we were really going to make the television programme.
They were disappointed to find out that the company was researching for the feasibility of
making the programme (Research Journal: 22nd March, 2011). The enthusiasm was clear
in the classroom during mantle lesson time, but this was not motivating all of them to
conduct research at home. Approximately 20% of the students still had not been motivated
to conduct research at home (Research Journal: 26th March, 2011). After the students
found out about the missing camera crew, the enthusiasm increased again. The students
were excited that there was a different kind of problem to solve (Research Journal: 26th
March, 2011). Over the course of the next two lessons, the researcher played two different
roles. The students were excited each time the switch between roles happened; they
wanted to see what each new character would be like (Research Journal: 12th April, 2011;
18th April, 2011). Although with each switch the students were excited, they never
dropped role. This would not have happened if it were earlier in the mantle unit. The
students were becoming experts at staying in-role, as well as believing in their roles as
researchers. The students’ enthusiasm continued until the end of the unit. They all
enthusiastically prepared for the presentation to the parents (Research Journal: 26th April,
2011).
The students seemed to respond positively towards the dramatic experiences the unit gave
them. They were enthusiastic about the smallest changes to their usual classroom
experience. One student wrote in her drama diary, that she was excited because she was
allowed to wear her shoes inside the classroom, which she normally would not have been
allowed. Many students were enthusiastic about the chance to role-play adults (Helen’s
exit interview: 10th May, 2011). The students appeared to enjoy that they had more control
68
of the lessons as the unit progressed. The students didn’t automatically take partial
control, as they were not used to this happening in their normal lessons.
The students’ enthusiasm for the Mantle of the Expert approach was validated by some of
the comments the parents made at the end of the unit. Andy’s mother said that he hasn’t
been this interested about Geography before. She was also pleased at the increase in his
confidence. Ronny’s mother was the other parent who mentioned about the effect of the
unit on him. She said Ronny talks more about school at home than prior to commencing
the unit. It would seem that the students’ enthusiasm for the mantle approach is carrying
on with them outside of the classroom.
4.5 Focus group closing interviews
The focus group was very excited to conduct further interviews. They all agreed that they
had enjoyed the whole process of the interviews and the Mantle of the Expert unit. I asked
a range of open questions to gain an understanding of what they learnt during the unit. I
also wanted to find out what they thought about the Mantle of the Expert unit and learning
geography in this way. I wanted to explore the social and group working claims of Mantle
of the Expert.
What did you learn about in this unit?
The group confirmed learning about the main river of Thailand.
I learnt about the big river in Thailand. It is called the Chao Phraya River.
(Belle’s exit interview: 10th May, 2011).
I learnt about the Chao Phraya River. I learnt how adults might use Geography
in the real world. (Jenny’s exit interview: 10th May, 2011).
They extended the explanation to cover Geography and work skills.
We learnt about rivers and how people use them. (Jimmy’s exit interview: 10th
May, 2011).
We learnt about the Chao Phraya River. We learnt about the source of it, and
some of the uses of the river. I also feel we learnt to work better as a group.
(Helen’s exit interview: 10th May, 2011).
The most thoughtful and comprehensive answer was Ronny’s.
We learnt about the Chao Phraya River. We learnt a lot of things about the river.
We learnt how to put together a television programme. We learnt how to research
the costs of things and put them on a cost sheet. We also learnt how to have
meetings like adults. (Ronny’s exit interview: 10th May, 2011).
69
This statement was insightful, the fact that the students enjoyed being treated like adults.
Mrs A and Mrs C mentioned this as something their students also enjoyed during the unit.
The students were able to explain what they had learnt about in Geography. More of the
students in the class were able to state what geographical terms they had learnt during the
mantle unit than would have been possible using traditional methods of teaching and
learning. The higher ability and highly motivated students would have learnt the
geographical knowledge objectives regardless of which teaching or learning approach was
used. The Mantle of the Expert approach enabled the lower and middle ability children
easier access to the geographic objectives than a traditional approach.
Did you enjoy learning Geography this way?
All the focus group students agreed that they enjoyed learning Geography through Mantle
of the Expert.
Yes, it made Geography fun and exciting. I was always happy when I knew we
were going to have Geography and drama time. (Andy’s exit interview: 10th May,
2011).
Yes, I really enjoyed learning Geography this way. It made it exciting. (Helen’s
exit interview: 10th May, 2011).
Sure! I found it the most fun way to learn Geography. This geography topic
really rocked. (Jenny’s exit interview: 10th May, 2011).
The group reported similar reasons for enjoying learning Geography through Mantle of the
Expert. Ronny explained his reason for liking Geography this way.
I think it was because the drama made learning Geography lots of fun. We had to
do interesting things, which we normally wouldn’t do in Geography class.
(Ronny’s exit interview: 10th May, 2011).
In the pre-unit interviews the majority of the focus group found learning Geography
boring, as well as being confused as to what Geography means. It is clear from the
responses to the above question that the students have enjoyed learning Geography using a
Mantle of the Expert approach.
The answers to the next question gave an insight into how the same Mantle of the Expert
unit can give different positive experiences.
70
What was your favourite part of this Drama/Geography unit?
My favourite part of the unit was when we had to solve the problem of the missing
cameramen. I had to research about Nagas, and then present the research to the
rest of the office. It was my favourite because I was the only one that did the Naga
research; which meant I was the expert. (Andy’s exit interview: 10th May, 2011).
I enjoyed pretending to be adults and making the ID badges. (Belle’s exit
interview: 10th May, 2011).
I really like pretending to be adults sitting in an office. It was fun thinking about
how adults might think and try to solve problems. (Helen’s exit interview: 10th
May, 2011).
I really liked when we got to present to the headmaster. (Jimmy’s exit interview:
10th May, 2011).
I enjoyed pretending to be adults in an office. But the coolest thing was we had to
call our teacher by his first name. (Jenny’s exit interview: 10th May, 2011).
My favourite part was when we got to have meetings with special guests because
of the missing camera crew. When we did meet with the Head of the village, he
decided that I was being too rude to him and wanted me thrown out of the office.
This was good learning experience for me because I learnt to behave more like an
adult. (Ronny’s exit interview: 10th May, 2011).
These comments seem to emphasize the active mode of learning and the empowerment of
their own learning was valued by the participants.
The final question was to gauge what they thought of the Mantle of the Expert method of
learning Geography compared to the conventional method of learning Geography. The
response was a one hundred per cent preference for Mantle of the Expert.
Mantle of the Expert. I choose this way because it much more interesting than just
listening to the teacher. We made a lot of the decisions, which was cool. I got to
choose to do my own research nobody else did. (Belle’s exit interview: 10th May,
2011).
Mantle of the Expert is so much more fun than how we normally do Geography.
Which is not much fun. (Jimmy’s exit interview: 10th May, 2011).
I think learning the way of the mantle was a better way because we can experience
how older people use geography. (Helen’s exit interview: 10th May, 2011).
I would rather do Mantle of the Expert because it not only teaches us about
geography but it also teaches us about the responsibility we have when we are
adults and how mature to be and the best way to deal with situations. (Ronny’s
exit interview: 10th May, 2011).
These comments seem to indicate that the students all preferred learning Geography
through the Mantle of the Expert approach as compared to the traditional method of
71
delivery which relied on teacher direction and worksheets. The focus group students had a
range of individual answers of why they enjoyed Mantle of the Expert as an approach.
4.6 Teachers’ responses to Mantle of the Expert
Mrs A and Mrs C also taught the Mantle of the Expert unit during the same time period as
my classes. Both teachers were new to teaching Mantle of the Expert. Mrs A had some
experience integrating drama into other curriculum subjects. Both teachers were unable to
complete the unit in the scheduled timeframe. Both teachers had similar experiences with
teaching the Mantle of the Expert unit. They were not comfortable with how to run it. Mrs
C mentioned that she had done inquiry based learning before but this was very new to her.
She also saw this as a drama unit, and she said that she hates acting. When asked whether
they found any surprises or anything interesting during the unit, both teachers were
surprised by some of the outcomes.
Which children came out as leaders. Also, one girl who normally refuses to
present in front of the class helped her group to present their research. Think it
might be because it was a less formal atmosphere with them all sitting in a circle.
(Conversations with teachers: 12th May, 2011).
Quieter children coming out more than expected and some of the children I
considered to be leaders taking a more submissive role. (Conversations with
teachers: 12th May, 2011).
I asked if they saw any benefits to using Mantle of the Expert. Both teachers talked about
how the children really enjoyed learning through this approach. Mrs. C talked about how
one quiet girl who often refused to present in front of the class, was able to help her team
present their research to the rest of the class.
I asked the teachers what they consider to be the negatives of the Mantle of the Expert
experience. Both teachers found that it took a lot of time to complete the tasks. Mrs B
mentioned:
It wasn't possible to do it properly as there wasn't enough space on the timetable to
implement it effectively. (Conversations with teachers: 12th may, 2011).
Mrs. A was running the Mantle of the Expert programme during the once a week topic
time. She commented on the amount of class time that the unit was taking up and having
to use class time for research and initial tasks.
Yes [...] didn't get very far in the unit - a lot of time taken up with initial
preparation e.g. the badge (which they loved making!) To get to the end of the unit
I would have had to take a lot of extra lessons. (Conversations with teachers: 12th
72
May, 2011).
Both teachers confessed that they were not really sure how to teach the unit. They did not
know how to hand over the learning to the students, and their students were not sure how
to accept responsibility for their own learning. I wanted to know whether they would be
interested in using Mantle of the Expert in the classroom in the future. Both of the
teachers affirmed that they would be interested in teaching a Mantle of the Expert unit in
the future. Nevertheless, they stated that they would need training to feel comfortable to
teach Mantle of the Expert again. Mrs. C felt that students would need prior learning of
river vocabulary and terms to effectively complete the Mantle of the Expert unit. I believe
both teachers lacked experience using drama, and particularly Mantle of the Expert, in the
classroom. This lack of experience may have accounted for some of the difficulties they
experienced with their students, which did not appear in my classroom.
There is a lack of research into skills classroom teachers should possess or indeed try to
cultivate to use Drama in the classroom successfully. There are many articles and websites
proclaiming how useful a technique Drama in Education is as a teaching and learning
approach in the classroom (Fleming, 2001; Grady, and O’Sullivan, 1998; Neelands, and
Goode, 2001). The current Mantle of the Expert literature declares how powerful a
teaching and learning technique it is (Heathcote, 1989, 2002, 2009; Heathcote, and Bolton,
1995; Stamp-Dod, 2009; Taylor, 2005, 2006; Towler-Evans, 1998). But yet there is very
little research available for classroom teachers (who have little drama experience) on how
to effectively use Mantle of the Expert in the classroom.
4.7 Difficulties with using Mantle of the Expert
Some difficulties did appear in all three classrooms. One of these difficulties was the
amount of class time needed to complete the unit. Only a few students were doing work at
home and the unit could not progress until a certain amount of independent research was
completed. The students were clearly enjoying the unit, as can be seen in their drama
diaries. However, this lack of independent research intruded on class time because
students had to be allocated additional time to complete their research during the day.
Another difficulty appeared in the other two classes. Both teachers had never used Mantle
of the Expert. They had little experience integrating drama into the curriculum and found
73
it difficult to use in the classroom. They claimed not to be familiar with directing students
in taking responsibility for their own learning. Mrs. C admitted to being insecure with
drama, so she was unsure how to run the unit even with the planning provided by me.
These difficulties demonstrate that Mantle of the Expert is not just ‘a pick up and teach’
type of unit plan. Both Mrs A and Mrs C were experienced teachers and are able to teach
from any plan. However, their hesitancy with drama meant that they had difficulty
teaching this mantle unit. They were uncertain of how to use their role to progress the
students in their learning.
It would appear that Mantle of the Expert is not a technique that can be used by
international school teachers without prior training. It would also appear to suggest that
international teachers would need to be predisposed naturally to use drama in the
classroom.
4.8 Conclusions
The results of the Mantle of the Expert project show that this approach is able to positively
address almost all of the research questions. Namely it would also appear that Mantle of
the Expert is able to fulfill all of the Global Education Guideline aims set out by the
Council of Europe (http://www.coe.int). This would make Mantle of the Expert a
powerful pedagogy for international school principals to consider implementing.
It would seem from the results with the two other teachers that Mantle of the Expert is not
a pick up and teach unit of work. This would mean that the answer to the final research
question is no, that Mantle of the Expert can not be used by international classroom
teachers who have little or no prior experience of drama. The negative result of the final
research question has implications for international school principals should they be
considering implementing Mantle of the Expert in their international school.
In the final chapter the implications of these results will be considered and
recommendations will be made based on the findings of this project.
74
Chapter Five: Conclusions and Recommendations
5.1 Introduction
This chapter will provide a summary of the research and the major findings of this
dissertation. The researcher will give recommendations for teachers and principals based
on the research questions. Areas for future research will be discussed.
5.2 Synopsis of dissertation
This dissertation began with a literature review of international schools and international
education. The research showed there was an astronomical rise in the number of
international schools in the marketplace (Hayden and Thompson, 2000; Macdonald, 2006).
International Schools were highlighted as searching for a number of ways to stand out
from the norm. Accreditation and becoming members of certain international associations
were suggested as ways to achieve a competitive edge. The two most widely used
international curricula are International Baccalaureate Organisation programmes and the
International Primary Curriculum. These two curricula were compared with the British
National Curriculum. Many similarities were identified between the curricula.
Drama in education was introduced and discussed as a teaching and learning strategy
specifically. Mantle of the Expert was proposed as a way to satisfy all of the goals of the
international curricula. Research questions designed to explore the efficacy of Mantle of
the Expert in an international school context were set in the methods chapter. The
researcher included details of how data was to be collected from study participants. The
Mantle of the Expert unit was summarised at the end of the chapter. The following chapter
analysed the data collected to answer the research questions.
All but one of the research questions were addressed positively. The research clearly
showed that mantle is a powerful way of learning that would seem to work in international
schools, but with teachers who have some prior experience of working with drama in their
classrooms.
5.3 Major findings
The major findings of this dissertation are:

A Mantle of the Expert teaching and learning approach positively influenced
international school students’ perception of geography as a subject. All of the
students who took part in the study enjoyed studying geography through Mantle of
the Expert.
75

Mantle of the Expert facilitates development of independent learning skills in
international school students. The research showed an increase in independent
study in students from all ability ranges. However, Mantle of the Expert did not
encourage independent study in all students, specifically those whose motivation
levels were low at the outset of the project. A teacher can only provide part of the
learning process; the students must find it in themselves to create the rest of the
knowledge. As the Chinese philosopher Confucius once said
Every truth has four corners: as a teacher I give you one corner, and it is for
you to find the other three (http://drama-education.com).

Mantle of the Expert enabled international students to develop an understanding of
other cultures. Students were also able to develop a deeper understanding of their
own culture by teaching other fellow students about their own culture.
Nevertheless; it was shown the success of teaching about other cultures is
dependent on the planning of the mantle unit by the teacher.

Operating Mantle of the Expert increased the social capital of the class. All of the
groups worked together to achieve their research goals. In lessons eight and nine
the whole class worked as a team to develop a presentation of the research. This
was accomplished without the aid of the teacher, which would not have been
possible prior to the beginning of the mantle unit.

Mantle of the Expert instigated the development of peer tutoring. The unit allowed
for students, who had conducted independent research, to instruct others with
information they had acquired. The unit also made it possible for students from
one culture to tutor students from other cultures about their own culture. This is a
very valuable asset in an international classroom, which tends to host many
different cultures.

Mantle of the Expert clearly generated enthusiasm for learning through many
different episodes. The students were excited about the mantle unit before it even
began owing to the autonomy it promised them as learners, and its association with
drama. There were many examples of enthusiasm throughout the mantle unit from
the beginning to the end. Other teachers not involved in the mantle unit noticed
this. The focus group end of project interviews indicated a renewed enthusiasm for
the study of geography.

Partaking in this Mantle of the Expert programme developed confidence in students
to participate in class more than they would normally participate. This
development of confidence was shown across all abilities. The students who were
76
usually shy in class, were sharing the information they found with the rest of the
class. The students, who were outgoing, were able to develop their leadership
skills by taking control of the lessons.

International school teachers, who were not drama specialists, had difficulty
managing Mantle of the Expert successfully. In both instances, the teachers who
were running the unit along side the researcher were unable to finish the unit in the
allotted time. One teacher claimed she was not really sure what she was meant to
be doing, even after reading the unit plan. The teachers felt unable to use their role
successfully.

The success of Mantle of the Expert relies on the planning of the teacher and the
ability of the teacher to move the mantle unit along. All of Howard Gardener’s
multiple intelligences (Armstrong, 2009; Gardner, 1983, 2000) can be integrated
should the teacher build them into the unit. The teacher must have the confidence
to use his or her role to move the learning on should the students get stuck on one
particular aspect.

As was evident in this project, Mantle of the Expert, as well as drama in education,
had the power to bring students and teachers closer together by developing a
teaching and learning relationship that is beneficial for both parties.
It can also play a central role in bringing teachers and students together to
carry through work, which transcends the isolation of compartmentalised
subject teaching, celebrating the best of creative practice (Somers, 1994: 6).
5.4 Recommendations from the research
Arising from this research the following recommendations are made.
Recommendation for policy makers of international schools:

Having demonstrated that a Mantle of the Expert approach promotes independent
learning and, since both the International Baccalaureate Organisation Curriculum
and the International Primary Curriculum endorse independent learning, I propose
that international school policy makers advocate Mantle of the Expert as a learning
methodology.
The following are some recommendations for international school principals, should they
be considering implementing Mantle of the Expert as an alternative to traditional methods
of teaching the curriculum:

Principals will need to invest in training their staff to use Mantle of the Expert.
This study has proven that Mantle of the Expert unit plans can be challenging for a
77
non-specialist drama teacher. It would be advisable to send key members of staff
on training courses, or an alternative would be for principals to host a Mantle of the
Expert trainer in their school, to deliver training courses, as well as provide
demonstration lessons. Principals might invite other local international schools to
share the costs of hosting the trainer or look for teachers with experience in using
Mantle of the Expert when conducting their annual recruiting drive.

Principals will have to work with teachers on developing information packs
informing parents of the value of Mantle of the Expert. The principals will have to
reassure parents that traditional curricula objectives are not being forsaken. This
could be doubly difficult should the international school be located in a region of
the globe that is not renowned for active teaching and learning styles.
Finally, some recommendations for school teachers:

International school teachers should ensure that their mantle planning is flexible
enough to cater for the interests of all their students. This would allow most of
their students to access the benefits of Mantle of the Expert.

International school teachers will have to keep an open mind and attitude when
working with Mantle of the Expert initially. Teachers, who are shy, will have to
adapt teacher-in-role to match the needs of their own classes. For mantle to work
well, the teachers may need to be willing to act in front of their students or find
other teachers who are able to role-play.

It would be advisable for international school teachers to make connections with
other teachers in international schools, who use Mantle of the Expert in their
classrooms, for advice and help with mantle. It would also be advisable for the
teachers to establish contact with the Mantle of the Expert community through
websites like www.mantleoftheexpert.com.

Teacher in role is a very powerful teaching methodology. Woolland (1993: 55)
highlighted the importance of teacher in role when he wrote:
Teacher in role is a strategy, a means to an end; it is not an end in itself. The
purpose is to offer a way of intervening which challenges and focuses the work,
which moves it on, which creates learning opportunities and deepens the
understanding of the participants.
It has the power to guide students to develop independent learning skills. I would
strongly suggest that teachers considering Mantle of the Expert, or any teacher, to
research teacher in role as a teaching technique.
78
5.5 Areas for further research
There are a number of areas for future research, which this dissertation opens up.
Specifically two seem directly relevant. These areas are:

To investigate whether the time of year affects the results of a Mantle of the Expert
unit. It may be worth exploring whether a mantle unit run at the beginning of the
year would achieve different results to this study.

One particular area of research could be whether Mantle of the Expert would
succeed in all areas of the globe. Is Mantle of the Expert truly international, as this
research suggests?
5.6 Personal Reflection
As a result of the process of completing this dissertation I discovered a number of things:

At the beginning of this whole process I read an extract from Gavin Bolton,
describing Mantle of the Expert.
[…] the most sophisticated enlightened approach to education to have
been devised and that the future generations will benefit from its
philosophy and practice (Heathcote and Bolton, 1996: 192).
When I read it for the first time, I was very doubtful about this claim, but now
after going through this process I believe that Gavin Bolton was correct. Mantle of
the Expert is a very powerful system of teaching, if it is done correctly.

I have discovered that there is a dearth of research in relation to using drama in
education in an international setting. With the increase in moving populations,
international schools are becoming increasingly popular around the world. Drama
in education practitioners and researchers could take advantage of this to raise the
profile of drama in education across the globe.

I advocate that time management skills are extremely important when writing a
masters level dissertation. I considered that my time management skills were good,
but they were stretched to breaking point a number of times throughout the process.

I enjoyed the process of researching for this study. I was able to feel my
knowledge of the topics grow as I found more and more information. I also
enjoyed watching my students learn through Mantle of the Expert. It was amazing
to see their growth through the mantle unit.
79

The process I went through to achieve completion was worth the effort. I have
learnt a lot about myself. I have been able to face up to my weaknesses, and see
them for what they are.
80
References
Anderson, Claire (2010) Presenting and Evaluating Qualitative Research: Strengths and
Limitations of Qualitative Research. American Journal of Pharmaceutical Education, 74
(8): 1-7.
Anon (2001) What is drama? [Internet]
http://ehlt.flinders.edu.au/education/DLiT/2001/drama/whatdram.htm. (Accessed 23rd
June 2011).
Armstrong, Thomas (2009) Multiple Intelligences in the Classroom, 3rd ed., Virginia, US:
Association for Supervision and Curriculum Development.
Bagnall, Nigel (2005) The International Baccalaureate in Australia and New Zealand in the
21st century, Change: Transformation in Education, 8(1): 110-123.
Bates, I. and Wilson, P. (2002) Family and education: supporting independent
learning. Learning and Skills Research, 6(1): 3.
Bell, J. (1987) Doing Your Research Project: A Guide for First-Time Researchers in
Education and Social Science. Milton Keynes, UK: Open University Press.
Bobkina, Helena. and Dalmau, Miriam (undated) International Primary Education and
Language Learning. [Internet] http://www.cesdonbosco.com/cii/Comunicaciones/MiriamJelena/International_Primary_Education_and_Language_Learning%20-%20CII.pdf
(Accessed 24th March, 2011).
Bray, Mark and Yamato, Yoko (2006) Economic development and the market place for
education: Dynamics of the international schools sector in Shanghai, China. Journal of
Research in International Education. 5(1): 57-82.
81
Bryman, Alan (2008) Social Research Methods 3rd edition. USA: Oxford
University Press.
Bryon, K. (1990) The Fight for Drama - The Fight for Education, London: NATD.
Bunting, M (undated) Leadership Challenges posed by Mantle of the Expert. [Internet]
http://www.mantleoftheexpert.com/studying/articles/leadership%20challenges%20posed%
20by%20moe.pdf (Accessed 25th July, 2011).
Byron, Ken (1990) The Fight for Drama – The Fight for Education. UK: National
Association for Teaching Drama.
Cambridge, James (2002) Global product branding and international education. Journal of
Research in International Education. 1(2): 227-243.
Candy, Philip (1991) Self-direction for lifelong learning: a comprehensive guide to theory
and practice. San Francisco: Jossey-Bass Publishers.
Canterford, Glenn (2009) ‘Segmented labour markets in international schools’ Ph.D.
University of Bath.
Charoenruk, Dr Duangtip (undated) Communication Research Methodologies:
Qualitative and Quantitative Methodology. [Internet]
http://utcc2.utcc.ac.th/localuser/amsar/PDF/Documents49/quantitative_and_qualitative_me
thodologies.pdf (Accessed 18th June, 2011).
Cohen, L., Manion, L and Morrison, K (2000) Research methods in education, 5th ed.,
London: Routledge Falmer.
Creswell, J (2000) Research Design: Qualitative, Quantitative, and Mixed Methods
Approaches. London: Sage Publications.
82
Davis, David (ed.) (1997) Interactive Research in Drama in Education. Stoke on Trent,
UK: Trentham Books.
DES (1989) English for ages 5 – 16 (The Cox Report), London: HMSO.
Dewey, John (1999) Democracy and Education: an introduction to the philosophy of
education. New York: The Free Press.
DiNapoli, Russell (2003) Towards Natural Engagement in Nonexhibitional Dramatic Roleplays. IBERICA 6: 15-38.
Drake, Barry (2004) International Education and IB programmes: Worldwide expansion
and potential cultural dissonance. Journal of Research in International Education. 3(2):
189-205.
Edmiston, Brian (undated) The Mantle of the Expert Approach to Education. [Internet]
http://www.mantleoftheexpert.com/studying/articles/BE%20%20The%20MoE%20Approach%20to%20Education.pdf (accessed 5th July 2011)
Eisner, Elliot (2004) Multiple Intelligences: Its Tensions and
Possibilities. Teachers College Record, 106(1): 31-39.
Fertig, Michael (2007) International school accreditation: Between a rock and a hard
place? Journal of Research in International Education, 6(3): 333-348.
Fleming, Michael (2001) Starting Drama Teaching. London: David Fulton.
Gabelnick, F., MacGregor, J., Mathews, R and Smith, B (1990) Learning communities:
Building connections among disciplines, students and faculty. New Directions in Teaching
and Learning No. 41. San Francisco: Jossey Bass.
83
Gardner, Howard (1983) Frames of Mind: The Theory of Multiple Intelligences. New
York: Basic Books.
Gardner, Howard (2000) Intelligence Reframed: Multiple Intelligences for the 21st
Century. New York: Basic Books.
Grady, Tony and O’Sullivan, Carmel (eds.) (1998) A Head Taller. Developing a
Humanising Curriculum Through Drama. Birmingham: The National Association for the
Teaching of Drama.
Greenwood, Janinka and Brown, Liz (2004) ‘Boss of Our Story’ New Zealand Journal of
Teachers’ Work, 1(2): 105-115.
Gronlund, N. E. (1981) Measurement and Evaluation in Teaching. New York: Macmillan
Publishers.
Grootaert, C., Narayan, D., Jones, V. and Woolcock, M. (2004) Measuring social capital.
Washington D.C.: The Word Bank, Working Paper No. 18.
Hammersley, Martyn (1992) What’s wrong with ethnography? London: Routledge.
Hara, Katsuko Hara (1995) Quantitative and qualitative research approaches in education,
[Internet]
http://findarticles.com/p/articles/mi_qa3673/is_n3_v115/ai_n28656082/pg_3/?tag=mantle_
skin;content. (Accessed 20th August 2011).
Hayden, M., Rancic, B. and Thompson, J (2000) Being International: student and teacher
perceptions from international schools. Oxford Review of Education, 26(1): 107-123.
Heathcote, Dorothy and Bolton, Gavin (1995) Drama for learning: Dorothy Heathcote's
Mantle of the Expert approach to education. Michigan: Heinemann
84
Heathcote, Dorothy (1989) keynote speech at the NATD Conference, In Byron, K. (ed.),
1990.
Heathcote, Dorothy (2002) Contexts for Active Learning, Four Models. Paper
presented to NATD conference 2002. [Internet] http://www.moeplanning.co.uk/wpcontent/uploads/2008/05/dh-contexts-for-active-learning.pdf (Accessed 12th July 2011).
Heathcote, Dorothy (2009) Video Podcast [Internet]
http://web.me.com/timtaylor4/Dorothy_Heathcotes_Keynote_on_Mantle_of_the_Expert/D
orothy_Heathcote_Keynote/Dorothy_Heathcote_Keynote.html (Accessed 1st July 2011).
Hill, Ian (2001) Curriculum Development and the ethics of international education.
Disarmament Forum, Three: 50-58.
Hinds, D. (2007) It’s all about me. TES Magazine, 5/10/07: 14-19.
http://www.aisa.or.ke (Accessed 20th March 2011)
http://www.artscouncil.org.uk/media/uploads/documents/publications/725.pdf (Accessed
15th April, 2011)
http://www.bangkok.com/attraction-waterway/chao-phraya-river.htm (Accessed 11th
April, 2011)
http://www.bbc.co.uk/programmes/b00lywfy (Accessed 2nd May, 2011)
http://www.bigfoot-theatre.co.uk/cpd-training/mantle-of-the-expert/ (Accessed 16th April,
2011)
http://www.bsme.org.uk (Accessed 20th March 2011)
http://www.cc.gatech.edu/classes/cs6751_97_winter/Topics/quest-design/ (Accessed 21st
June, 2011)
85
http://www.childrensacademybahrain.com/pdfs/IPC-10-things-parents.pdf (Accessed 23rd
March, 2011)
http://www.cois.org (Accessed 20th March, 2011)
http://curriculum.qcda.gov.uk (Accessed 27th March, 2011)
http://dewey.pragmatism.org/ (Accessed 12Th July 2011)
http://drama-education.com/site/mod/resource/view.php?id=149 (Accessed 25th June,
2011)
http://www.dulwichcollege.cn (Accessed 10th March, 2011)
http://www.ecolint.ch/about-ecolint/our-history (Accessed May, 2011)
http://www.fieldworkeducationservices.com/view_pagecontent.php?resourceid=884;id=r8
84#r884 (Accessed 13th March, 2011)
http://www.fobissea.com (Accessed 20th March, 2011)
http://www.focusgrouptips.com/qualitative-research.html (Accessed 20th March 2011)
http://www.internationalprimarycurriculum.com (Accessed 23rd March, 2011)
http://www.isat.or.th (Accessed 20th March, 2011)
http://www.mod.uk/DefenceInternet/DefenceFor/ServiceCommunity/Education/SCE/SCE
Schools/RestOfWorld.htm (Accessed 12th March, 2011)
http://www.NLCS.uk (Accessed 10th March, 2011)
http://www.online-literature.com/aristotle/ (Accessed 23rd June,2011)
http://oxforddictionaries.com/definition/drama (accessed 11th July, 2011).
http://www.superbodylanguage.com/?p=9 (Accessed 29th June, 2011)
http://wwwszerschools.com (Accessed 20th March 2011)
http://www.taipeieuropenschool.com (Accessed 13th March, 2011)
http://www.umdnj.edu/idsweb/shared/biases.htm (Accessed 12th March, 2011)
86
http://webarchive.nationalarchives.gov.uk/20090608182316/http://standards.dfes.gov.uk/sc
hemes2/geography/geo14/?view=get (Accessed 1st April, 2011).
Hurley, Paul (1999) ‘John Dewey’ in Mcgreal, p434.
James, Mary (undated) 3rd Generation Assessment: powerpoint presentation from Mantle
of the Expert conference. [Internet] http://www.moeplanning.co.uk/wpcontent/uploads/2008/05/mary-james-assessment.pdf (Accessed 30th July, 20011).
Jenckes, Lalima (2006) Language Learning in International Schools: Has This Become a
Business? ABEA Journal, Volume 25(Fall): 75.
Jonhson, R. and Onwuegbuzie, A. (2004) Mixed Methods Research:
A Research Paradigm Whose Time Has Come. Educational Researcher, 33(7): 14–26.
Kemmis, S. and McTaggart, R. (1992) The action research planner, 3rd ed., Victoria:
Deakin University Press.
Kirk, J. and Miller, M.L. (1986) Reliability and validity in qualitative research. Qualitative
Research Methods Series, 1. Beverly Hills, CA: Sage Publications.
Loxley, Andrew (2006) Introduction to Educational Research Methods. Oxford: Oxford
University Press.
Mcgreal, Ian (ed) (1992) Great Thinkers of the Western World: The Major Ideas and
Classic Works of More Than 100 Outstanding Western Philosophers, Physical and Social
Scientists, Psychologists, Religious Writers and Theologians. Edition 1999 London:
Harper Collins.
McMillan, JH. and Schumacher, S. (1997) Research in education: a conceptual
introduction, 4th ed., New York: Harper College Publishers.
87
Macdonald, James (2006) The international school industry: Examining international
schools through an economic lens. Journal of Research in International Education, 5(2):
191-213.
Malhotra, Naresh and Peterson, Mark (2006) Basic marketing research: a decision-making
approach. 2nd ed., Michigan, USA: Pearson/Prentice Hall.
Miles, M., and Huberman, A. (1994) Qualitative data analysis: An expanded sourcebook,
(2nd ed.). Thousand Oaks CA: SAGE Publications.
Mora, Michaela (2010) Quantitative Vs. Qualitative Research – When to Use Which....
[Internet] http://www2.surveygizmo.com/survey-blog/quantitative-qualitative-research/
(Accessed 20th August 2011).
Neelands, Jonathan and Goode, Tony (2001) Structuring Drama Work. A handbook of
available forms in theatre and drama. 2nd ed., Cambridge: Cambridge University Press.
Neill, James (2007) Qualitative versus Quantitative Research: Key Points in a Classic
Debate. [Internet]
http://wilderdom.com/research/QualitativeVersusQuantitativeResearch.html (Accessed
20th August 2011).
O’Brien, Rory (1994) An Overview of the Methodological Approach of
Action Research. [Internet] http://www.web.net/robrien/papers/arfinal.html (Accessed 2nd
May, 2011).
O’Neill, Cecily (1989) Dialogue and Drama: The transformation of the events, ideas, and
teachers. Language Arts 66(2), 147-158.
88
O’Neill, Cecily (1995) Drama Worlds. Portsmouth, NH: Heinemann.
Oppenheim, A. (1992) Questionnaire Design, Interviewing and Attitude Measurement.
London: Pinter.
Patton, Michael (2001) Qualitative research and evaluation methods. 3rd ed., California:
Sage publications Inc.
Perry, N., Phillips, L. and Hutchinson, L. (2006) Mentoring student teachers to support
self-regulated learning. Elementary School Journal, 106(3): 237-254.
Putnam, R. D. (1995) Bowling Alone: America's Declining Social Capital. Journal of
Democracy, 6(1): 65-78.
Robson, C. (1993) Real World Research: A Resource for Social Scientists and
Practitioner-Researchers. Oxford: Blackwell Publishing.
Robson, C. (2002) Real World Research, 2nd ed., Oxford: Blackwell Publishing.
Scheurer, Pamela (1996) “A Thousand Joans” a teacher’s case study Drama in Education
a process of discovery. [Internet] http://etd.ohiolink.edu/sendpdf.cgi/Scheurer%20Pamela%20Kay.pdf?osu1243354659 (Assessed 21st June, 2011).
Sharp, C., Pocklington, K. and Weindling, D. (2002) Study support and the development
of the self-regulated learner. Educational Research, 44(1): 29-41.
Smith, M. (2009) Social capital. The encyclopedia of informal education. [Internet]
http://www.infed.org/biblio/social_capital.htm (Accessed 5th June, 2011).
89
Stamp-Dod, Caroline (2009) Mantle of the Expert: a critical evaluation of the ways this
strategy might contribute to aspects of children's learning and the development of selfdirection. [Internet] http://www.mantleoftheexpert.com/wpcontent/uploads/2009/06/cstmpd-essay-1-final-feb-26.pdf (Accessed 21st July, 2011).
Southard, Margarida (2006) What Is the Action Research Process? [Internet]
http://www.tandl.leon.k12.fl.us/programme/Overview%20Action%20Research%20July%2
02006.pdf (Accessed 10th May, 2011).
Sylvester, Robert (2000) Mapping international education: A historical survey 1893-1944.
Journal of Research in International Education, 5(2): 191-213.
Taylor, Allana (2006) A critical evaluation of ‘Mantle of the Expert’ as a teaching and
learning approach, based on pupil and practitioner opinion. [Internet]
http://www.mantleoftheexpert.com/studying/articles/Critical%20evaluation%20of%20moe
.pdf (Accessed 6th July 2011).
Taylor, Tim (2005) Introducing Mantle of the Expert. [Internet]
http://www.mantleoftheexpert.com/studying/articles/Intro%20moe%20-%20Lit%20co.pdf
(Accessed 5th July 2011)
Towler-Evans, Iona (1998) Mantle of the Expert, in Grady, T. and O’Sullivan, C. (eds.)
(1998).
Towler-Evans, Iona (2007) What’s in store in Harlow? A practical guide to the ‘Mantle of
the Expert’ learning system devised by Dorothy Heathcote. [Internet]
http://www.mantleoftheexpert.com/studying/articles.php (Accessed 16th July, 2011).
Van Grinsven, L. and Tillema, H. (2006) Learning opportunities to support student selfregulation: comparing different instructional formats. Educational Research, 48(1): 77- 91.
Vygotsky, Lev (1978) Mind in society: The development of higher psychological
processes. Cambridge, MA: Harvard University Press.
90
Wagner, B.J. (1979) Drama as a learning medium. London: Hutchinson.
Williams, J. (2003) Promoting independent learning in the primary classroom.
Buckingham, UK: OUP.
Wilson, N., and McLean, S. (1994) Questionnaire Design: a Practical Introduction. Newton
Abbey, Co Antrim: University of Ulster Press.
Wolf, Shelby (2009) From the “Mantle” to Expertise: The Arc of Creative Partnerships.
Sunderland, England: Creative Partnerships.
Woolland, B. (1993) The Teaching of Drama in the Primary School. London: Longman.
Yasar, Mustafa (2006) ‘An Ethnographic case study of Educational Drama in teacher
educational settings: resistance, community, and power.’ Ph.D. Ohio State University.
91
Appendices
92
Appendix One – Parental Permission letter
Dear Parents
I am completing a Masters of Education through Trinity College in Dublin, Ireland. As
part of my dissertation I need to conduct research into a project related to Drama in
Education.
As part of the proposed project, the students will learn to work effectively as a group to
solve problems that they will encounter. The teacher will be there in a supporting role in
the whole process. The purpose of the research will be to make learning interactive, to
generate independent learning and to evaluate the effectiveness of Drama in Education as a
teaching and learning strategy with students and teachers alike. After finishing the
research, I will be writing a dissertation on my findings. The students will be creating a
presentation about their learning.
I am assuring complete confidentiality of the names of the students and the school in the
final copy of my dissertation. As part of the process, I need to seek permission for your
child to be part of my research. I would also like to seek your child’s permission to be
included in the research.
If you have any queries at this present time please contact me.
Regards
Mr Weeks
mrweeksdrama@gmail.com
I do / do not give permission for _____________ to be included in your Mantle of the
(Child’s name)
Expert research project.
Student’s Signature :
_____________________________
Parent’s Signature:
______________________________
Date:
____________________
93
Appendix Two – Student Questionnaire
What is your age?
_________________
Are you a Boy or Girl?
_________________
Nationality?
________________
How long have you been at this school?
_______________ Years
The next set of statements are about Geography and your own opinions of Geography.
Please answer as clearly as you can. Please put a tick in the box that is closest to your
answer.
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
1. I like Geography.
2. I think learning Geography
at school is fun.
3. I am excited when I go into
a geography class.
4. Geography helps me
understand the world.
5. Geography is a very
important subject to learn.
6. Geography can help me
understand other subjects at
school.
94
The next questions will help me understand what you think Geography is about, and what
you remember about Geography. Please write your answer in the box.
1. What do you think Geography is?
2. What do you learn about when you study Geography?
3. What equipment do you use during Geography study?
4. What Geography topics have you studied at school?
5. What is the most interesting thing you did while studying any Geography topic?
95
Appendix Three – Parental Questionnaire
These first set of questions are to gather basic information about your child.
What is your child’s age?
________________________
Is your child a Boy or Girl?
_________________________
Nationality?
_________________________
What is his/her favourite School Subject?
____________________________
The next set of statements are to establish your child’s interest in school and their learning.
Please put a tick in the box that is the best fit.
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
1. My child enjoys going to
school.
2. My child thinks learning
is fun.
3. My child talks about
what he/she is learning at
school.
4. My child likes to do extra
schoolwork at home.
5. My child wants to always
do his or her best.
Write any extra information about the statements above if applicable.
The next set of statements refers to your child’s personality regarding schoolwork and
learning. Please put a tick in the box that is the best fit.
Strongly
Agree
Agree
Neutral
Disagree
Strongly
Disagree
96
1. My child is afraid to be
wrong.
2. My child likes to face a
challenge.
3. My child gives up easy
when faced with a difficult
problem.
4. My child likes to use the
internet for learning.
5. My child likes learning
new things.
Write any extra information about the statements above if applicable.
Please answer these questions by writing in the box underneath the question.
What topic at school has really excited your child?
What does your child use the computer for at home?
What type of things does your child like to do at home with his or her free time?
97
What things does your child say about school?
98
Appendix Four – Focus Group Interview questions
What is your favourite subject at school? And why?
What is your least favourite subject at school? And Why?
How do you like to learn new things at school?
Can you remember one lesson that you think was your favourite and tell me what
happened?
Do you like to learn Geography? Why?
Do you like to learn Drama in school? Why?
What way do you want to learn? (eg Teacher directed, Independent, mixture of both)
Why?
99
Appendix Five – Participant breakdown
Participants in Study
Class
Number of students: 19
Number of boys:
11
Number of girls:
8
Nationalities:
6 Thai
3 Australian
3 British
1 Belgian
2 American
1 South Korean
1 Dutch
2 Malaysian
Number of years and months at school: A range from 8 years to 1 month.
Special Characteristics:
4 students receiving Learning Support for various learning
delays.
Lively class, have had drama classes before.
Academic level is balanced.
100
Appendix Six – Transcriptions of focus group pre-unit interviews
Ronny 15th December 2010.
What is your Favourite subject at school? And why?
PE. I am very good at sport. I am in every sports team at school. I want to be a
professional footballer when I am at school.
Are there any academic Subjects you like?
Yes, I like literacy a lot. I like literacy because I like to write stories. I am like to write
long stories. I like to use humour in my writing.
What is your least favourite subject at school? And Why?
Art. I am very bad at drawing, so that’s why I don’t enjoy Art.
Why do you think you are bad at drawing?
I don’t really practice drawing; I prefer to do things outside.
Can you remember one lesson that you think was your favourite and tell me
what happened?
Er…. One I really liked was a Literacy lesson in the first term. It is my favourite
because we got to use some drama in the class. I really like Drama.
We were studying the novel “Goodnight Mr Tom”. This lesson we read the part of the
story where Mr Tom was building the Anderson Shelter in his garden. I didn’t know
how it was made. The teacher gave us some information on the Anderson Shelter and
how it is built. We had to form into groups of four. We had to pretend to be
government experts and show villagers how to build a shelter. It was really fun
because we got to pretend to be adults. We got to be experts, and tell other people
how to do things.
Was anything difficult about the lesson?
The thing I found difficult was not my entire group was taking it seriously. It was
really frustrating.
Do you like to learn Geography? Why?
Yes and no, most of the time it is boring.
When was it not boring?
One time in Year 5, we got to research a country by ourselves. It was a lot of fun
doing our own work.
Do you like to learn Drama in school? Why?
Yes of course! You get to play drama games. You get to create things and have fun.
101
What way do you want to learn? (eg Teacher directed, Independent, mixture of both)
Why?
Not sure, but don’t like the teacher talking all the time.
Thank you. You have been very helpful.
Andy 15th Dec 2010
What is your Favourite subject at school? And why?
I like Science. I like it because you get to conduct experiments with different things.
You get to test theories out. I really like it when we get to use different chemicals in
experiments.
What is your least favourite subject at school? And Why?
I don’t like Maths at school. My maths teacher is strict, and she is no fun in class.
Can you remember one lesson that you think was your favourite and tell me
what happened?
I remember doing a Geography lesson in Year 5. What was really cool was, it was
about countries of the world. We had to choose a country, and create a project about
that country. It was great because we could decide what we wanted to study.
Do you like to learn Geography? Why?
Not really, most of the time it is really boring. We mostly learn from the whiteboard
and do worksheets. Apart from the country project it is very boring.
Do you like to learn Drama in school? Why?
Yes I love Drama. It is so much fun. you get to express yourself, and also you get to be in
a different role of person.
Why is that fun?
It is fun because you can pretend to be other people.
What way do you want to learn? (eg Teacher directed, Independent, mixture of
both) Why?
I don’t really know. Probably I like a mixture of both, you get to do both ways.
Sometimes listening to the teacher is good.
102
Jimmy 15th December 2010
What is your Favourite subject at school? And why?
I like drama the best. It is so much fun. I am good at acting so I like drama.
What is your least favourite subject at school? And Why?
Maths, I don't like Maths because it is complicated with all the symbols and numbers plus,
you always have to be perfect doing it or else you will flunk during a test."
Can you remember one lesson that you think was your favourite and tell me
what happened?
I like lots of lessons.
What is one you remember?
It was a Literacy lesson. We had to create diary entries for when Aliens invaded
Bangkok. It was fun because we got to act out some of the scenes trying to escape
from aliens.
Do you like to learn Geography? Why?
Sometimes I like it, sometimes I don’t.
When do you like it?
When we did a project about the Ancient Greeks.
Do you like to learn Drama in school? Why?
Yes of course. I like pretending to be other people. I am more confident when I
pretend to be other people.
What way do you want to learn? (eg Teacher directed, Independent, mixture of
both) Why?
Not sure, both think. I mean a mixture. Sometimes I am lazy so I like the teacher to
tell me what to learn.
Helen 15th December 2010
What is your Favourite subject at school? And why?
My favourite subject at school is Literacy because it is fun when you get to extend writing
with different types of techniques. Such as different pieces of writing e.g Poems, Recounts,
Newspaper articles and many more
How much do you like to read?
I like reading. I love reading chapter books more. They are so much fun.
Why do you like to read?
103
I like to create the scenes in my head. It is fun imaging everything in your head while you
are reading it.
What is your least favourite subject at school? And Why?
Maths, I find it very boring. It is not really much fun because it is mostly about numbers.
You are either right or wrong.
Can you remember one lesson that you think was your favourite and tell me what
happened?
My favourite was when we did World Maths Day, I enjoyed this day because we were able
to make our own games for people in year six to play. Although it was challenging having
to make our game either fair or unfair. Everyone would get a piece of paper either saying
fair or unfair, my group was unfair, so it was challenging but we made it through.
Do you like to learn Geography? Why?
Yes I like Geography. I like it because you get to study the world around you.
Do you like to learn Drama in school? Why?
Drama is one of my favourite subjects at school. I like it because you get to play drama
games in class like “keeper of the keys”. It is fun pretending to be other people, my
favourite time was when we got to act out “The Three Little Wolves and The Big Bad
Pig!”. I was one of the wolves.
What way do you want to learn? (eg Teacher directed, Independent, mixture of both)
Why?
I like a mixture of both because you get to learn what you want with independent learning.
But also it is good to have the teacher there to make sure you are not doing anything
wrong.
Jenny 15th December 2010
What is your Favourite subject at school? And why?
I like Art. I like to draw and paint things. It is fun because you can never be wrong.
I like to paint scenes.
What is your least favourite subject at school? And Why?
I don’t like Science; I find it very boring. Sometimes I find it hard to understand.
Can you remember one lesson that you think was your favourite and tell me what
happened?
I remember a Literacy lesson in term one. We were studying “Goodnight Mr Tom.” It
was fun because we got to use drama in the lesson. We split into pairs first. We all read
the first chapter. We discussed what it must have felt like to be one of the evacuees
leaving their parents. We had to create a flashback of William Beech saying goodbye to
his mother. It was fun, I was the mother and I got to beat up Shane.
104
Do you like to learn Geography? Why?
Yes and No. Geography is kind of boring. We don’t really do any fun stuff.
Do you like to learn Drama in school? Why?
Yes I like Drama so much. I love creating scenes with other people. Its fun you can travel
anyway but not leave the classroom.
What way do you want to learn? (eg Teacher directed, Independent, mixture of both)
Why?
Not sure.
Belle 15th December
What is your Favourite subject at school? And why?
Drama is my favourite subject. I like it because it is so cool. I get very excited when I
know we have drama next period. My teacher makes it very interesting.
How does your teacher make it interesting?
He moves the tables into different places in the classroom.
What is your least favourite subject at school? And Why?
I don’t like maths.
Why don’t you like maths?
I am hopeless at maths. I am in the lowest (ability) class. I don’t understand a lot of it.
Can you remember one lesson that you think was your favourite and tell me what
happened?
What subject?
Any subject?
It would have to be a Drama lesson. We were studying Greek Myths. We had to create 1
flashback and 2 Flashforward. It was fun creating a scene 10 years into the future after the
myth had finished.
Do you like to learn Geography? Why?
Not really, I think it is very boring. We usually don’t do anything just worksheets and
listen to the teacher.
Do you like to learn Drama in school? Why?
Yes, I love Drama. I am always excited about drama class.
What way do you want to learn? (eg Teacher directed, Independent, mixture of both)
Why?
I don’t know.
105
Appendix Seven – Unit Plan
Lesson One
Introduction to
the company.
Collect students in a space outside the classroom, talk
about how we are going to enter a fictional real world,
say “at times the teacher will take on different roles or
teachers that they might know may enter the drama as
someone else. Explain where the out of role areas
are, and the out or role signal. Explain it is very
important that they take they unit seriously like it is
the real world. If you feel it necessary they can sign
an agreement sheet.
Name tag
holders
Large black
paper.
Camera
A4 sheets
Landlord
letter
The Entry
Enter the classroom (the classroom has had black paper
taped up over most of the windows, tables are in
disarray some upside down, Chairs stacked against one
wall, some stationery on the floor)
Teacher enters in role as a PR member of the group.
Ask someone to switch on the lights. Find the letter
from the landlord, reads it out (Do not read it from
your usual teaching spot).
Asks how should we organise this office for researchers
to use. Suggest we should organise the office, (make
sure you are doing the job ) Still in role realise that the
staff name badges and stationery are not there.
TASK.1
Create company name and logo.
Ring the manager of the company to ask where the
name badges and stationery is. The manger says we
have no time, the employees must create everything)
Remind the other workers that we are a research
company
We need to come up with a name that reflects us all.
Ask what might be the best way to come up with the
name.
Use camera to take student-staff photos
Once we have the name then we need to create a logo.
Two colours and simple design. USE a COMPUTER
For this.
TASK 2
Each employee must create their own name badge.
(While you are wearing your name badge, the students
will call you by your first name)
While some employees create and printout a template
for the name tag. Print out, photos and templates.
Employees cut out their photo and write their name (in
106
black marker).
************** ******************************
Collect name tags tell them, anytime we have our
badges on we are in the drama.
End lesson. Remind students they are to write some
sentences on the drama Blog or drama dairies about
what they did today.
Lesson Two
THE Client
IMPORTANT
Pre-Class create a gmail account using the companies
name, Skype and dropbox account.
Send an e-mail from Thailand tourism promotion
committee from Mr Thongkee to the company’s
account.
Client e-mail
adjusted to
company
name
A3 sheets
Gather the employees around the table.
Ask if anyone has received any offers from clients.
Ask if anyone can think of areas that can be researched.
Remind them we have done brilliant work before.
(researched for several movies, and books)
Ask if anyone has checked the company e-mail.
Read out the e-mail. (or ask another employee to read it
out)
Ask the group how can we solve this issue. Should we
even take this job on. Ask the table how should we
approach this.
What areas could we research. Generate a list of areas
we could research.
Use influence to generate a list with at least six
feasible topics. Eg course of the river, source, history
regarding the river, areas of interest along the river,
features of the river, uses of the river. Any towns along
the river.
Keep a record of each subject suggested on A3 sheets
of paper.
Suggest it might be a good idea to split into research
teams of three (each employee choose an area, )
Suggest it would be a good idea to brainstorm on the
sheets areas to research with in each area.
Make sure a large map of the river is suggested for the
wall.
107
******************************************
Remind students that they can do any research outside
of the drama, they should use the dropbox account or
flashdrives to save it to store it in the company folder in
the class folder on the computer.
Remind about completing entries on the blog website or
drama dairies.
******************************************
LO: Review a BBC programme to see how the research
elements work with in a TV programme.
Note this lesson can be done in role or out of role!
Lesson Three
The show
Gather employees around the table.
Resources
BBC Rivers
programme
Explain that the BBC creates many different types of
geographic TV programmes.
“The IT dept have passed on to us a copy of one of their
programmes”
“We will watch it. It would be good if each research
area watch the programme to see how their area is
used within the programme.” (teacher in role)
As a team watch the programme commenting when we
see the research areas.
Have a group discussion on what we saw and how it
can reflect the research.
********************************************
Reflect on their blog about what they found out by
watching the programme.
Also comment on any research they found.
********************************************
Gather all research groups together
Lesson Four
Research
planning stages
Costing
Have each group present their research so far
Lets see if we can plan out features of the river on our
map. And places of interest. Have it as an open
discussion.
To see which areas need further research
Finance email
(If groups need to be switched around to make sure all Cost sheets
areas are covered) Action plan
108
Try to match interest points along the river.
Read out the e-mail from the Mr Tongkee. The safety
one. And the finance e-mail
Talk about the issues raised about safety. Which areas
are easy to control and which areas will need more
focus.
Take the phone call from operations.
Mr O’Reilly There has been a problem. A camera crew has gone
missing and have not been heard from for two days.
Last communication put them near nagata tu. (show
any point you want to). Three camera crew searching
for Wat Nagarine. It is a temple that worships nagas.
It is very old, and creepy. It was wanted in the
programme.
Talk about what may have happened to them?
And someone find out about NAGAs.
*******************************************
Reflect on the difficulties you found in today’s meeting
whether it is social or content. Use drama diaries
*********************************************
Lesson five
Mr O’Reilly
Contact Mr O’Reilly – ask him to come in to answer
questions.
The objective is to find out what the situation is
regarding the camera crew.
Ask Mr O’Reilly questions about what has happened
Discuss how we can help to solve this problem. But
also remind the employees that we are on a strict
timeline we can waste any time we have the BBC
executives coming in two weeks to see our presentation.
If they reject it the company will have lost all the money
that we have spent so far.
*********************************************
Reflect on the ideas from today’s lesson were they good
ideas or bad ideas. Use blogs or drama diaries.
*********************************************
109
Lesson Six
What are we
going to do?
Invite the leader of the village to come and speak with
the company.
The company needs to prepare for the visit. How will
we do that. Ask what information do we need?
(One of the crew can phone, for a quick 5minute call,
explain how they are being treated, the main point is
they are NOT allowed to leave ever!)
Invite people to help us (It depends on who the
company want to speak to)
Lesson Seven
The Elder
Lesson Eight
The planned
out
programme
*******************************************
How did you feel about this lesson? Drama diaries,
blogs.
************************************
the head of the Village visit
come to some kind of resolution.
The Head of the Village needs
(not to be shown to the students)
 He/She want to make sure tons of tourists won’t
visit.
 Won’t allow filming inside the temple ( at all)
 No images of the monks that work at the temple.
 Will allow a small crew to go down the river,
but must not capture images of the temple
*******************************************
What were your feelings during the meeting?
Drama diaries/blogs
*******************************************
The target for this lesson is to have one or two
45minutes lessons planned out
Timings needed
Objectives – the actor can not travel to far away from
the river.
- a range of activities
- must include geographic info
- finish at the mouth of the river
a timetable of the filming schedule.
********************************************
Reflect if you feel necessary. Drama diaries or blogs
*******************************************
110
Lesson Nine
Plan out the
programme
The objective is to create a 15minute in role
presentation to an audience of BBC and National
Graphic executives.
Also a five minute presentation of behind the scenes
presentation
(it will have to be the students ideas, even where to
present it, what they need, (see if they can make it
formal marketing presentation))
Each person will have to make a contribution to the
presentation.
*********************************************
Reflect on how you will feel for the presentation. What
will you feel like. Drama diaries or Blogs.
********************************************
Lesson Ten
Presentation
development
Present to the invited BBC and National Graphic
Executives.
********************************************
How did the presentation feel?
*********************************************
The students will complete a questionnaire
Lesson Eleven
Unit review
The questionnaire will be based on the questionnaire
given to the students before the mantle unit began.chair
a class discussion on Mantle of the Expert and learning
geography. The students will offer their views and
feelings about learning Geography using Mantle
111
Appendix Eight – Unit resources
Hello New Tenants,
Welcome to your new office. I hope it has everything your need.
I had asked the cleaners to come in and clean. I hope they did, but they are not the
most reliable. I will contact you in a month when the rent is due.
Feel free to change the furniture around if you want to.
Yours sincerely
Mr Smith
Tongkee email
Dear ************ Ltd,
My name is Mr Tong Tongkee. I am from the Thailand Tourism Collective. We are
responsible for finding alternative ways of promoting tourism in Thailand. The
Government funds us.
We have a proposal for your company. We are aware that your production company
has had success creating many TV documentary series. We would like for your
company to create a presentation for a group of BBC and National Geographic
executives for a TV programme based on our Chao Pryaya River.
The BBC have a TV programme based on rivers that they have just produced and
shown on British TV.
It will have a popular actor travelling along the river. He or she will visit places along
the river. The focus is on nature, culture, culture and Geography. It is not a tacky
tourist show.
I will be in contact later to get an update with whats going on. Beware though some
places along the river are very scared. These places tend to have strange people
living near them.
Regards
Mr Tongkee
112
Finance email
Dear Research and Production Dept,
We need some kind of rough estimate as to how much this programme is going to
cost! We don’t want it to get too expensive!
So check out the cost sheets and give us some quotes!
Cost Sheet
Item
Video Cameras (small)
Video (big)
Price per
unit Baht
500/per day
Video Discs
1500/per
day
200 per 100
Boats ( big)
2000per day
Boats (small)
100per day
canoes
500 per day
vans
2000 per
day
1200 per
day
5000 per
flight
(return)
60000
(return)
Cars
Plane (domestic)
Plane (international)
Food
Drinks
Workers
Quantity
Cost
3000 per
day
2000 per
day
9000 day
113
Security
2000per day
insurance
100000 per
week
10000 per
night
2000per day.
accommodation
Miscellaneous
Regards,
Finance Dept
114
Appendix Nine – Researcher Journal
Lesson One – Tuesday 15th March
The students were excited while they were being introduced to the unit. Some were
surprised that they were able to leave their shoes on when they entered the classroom. The
students were told to enter the classroom in-role as adults and researchers. But when some
of the boys entered the classroom with the tables on their side they pretended to shot each
other. One girl, who was in-role as an adult, told them ‘ stop being silly’. They worked
well together to move the tables into ‘an office position’. There was a short discussion on
how best to arrange the tables. The first part of the lesson was run by a small group of
very confident students who enjoyed doing Drama. I had to encourage Ronny to lead this.
During the lesson almost all of the students, who wished to suggest something, raised their
hand to speak like an ordinary classroom. This was after they were told they didn’t need to
raise their hands while we were in-role. The students had trouble maintaining ‘role’. This
was noticeable by students kept calling me by “Mr Weeks” instead of “Leon”.
The
students enjoyed making the name badges.
Lesson Two – Thursday 17th March.
The students remembered how to get into role. While having discussions during this
lesson there were 10% less students raising their hands to speak. The same group of
students that led the lesson last time took control during this lesson. Half of this group
were in the focus group. The teams were formed during the lesson. The more confident
outgoing students choose a team based on the focus of that team. The less able and less
outgoing students choose a team that their friends were in. This is the way these students
usually choose their groups during lessons. Each team had a discussion on how. The
teams with the largest numbers were the “Features” team and the “Locations” team. The
smallest two teams were the “History” team and the “Nature” teams, these teams seemed
to be based solely on Friendship pairings. The plan was made that teams would do some
research for the next meeting. There was more participation in this lesson than the last
one. Ronny and Helen seemed to take charge of the “Features” team. Andy suggested
some information that could be included. Jenny was quiet, but got into a team quickly
with people she didn’t usually work with. Jimmy was quiet during the lesson.
115
Lesson Three – Tuesday 22nd March
This lesson began in role with the students discussing their research. There was hardly any
research done. Most of the research done was done during the last lesson. One student
had done research on the wildlife in the river.
Then we watched a BBC programme about rivers of Britain. Gyfw Rease Jones presented
the programme. The students paid close attention to the programme. I talked to the
students, in my role as Public Relations, on how this programme could be used to help us.
Ronny and Helen gave suggestions to the group on how each team’s research could be
reflected in our programme like the one we had just watched. Belle also joined in the
group discussion, which she only does when she is confident she is not wrong.
After the lesson had ended, some excited students asked me if we were going to make the
programme. They were not happy we were researching for the feasibility of making the
television programme.
Lesson Four – Friday 26th March.
Again there was a lack of further research done from the previous time. There were a
small number of students that hadn’t done any research at all, about 20% of the students.
While I was in-role, I reminded them they were getting paid to do this research and right
now there was a great possibility that the whole process would fail. I had to also remind
them of the time scale evolved. After some discussion, which was led by Ronny, it was
decided to start the programme in Chang Mai. While I was in-role, I suggested to the
students that they needed to include some Geographical terms in the programme as well.
They were able to talk about the source of a river, riverbed, river mouth and riverbanks. I
asked them if they knew any other geographical terms related to a river. I mentioned
someone needed to find a definition of ‘watershed’. Andy and Jimmy suggested to the rest
of the group that we needed a large map on the wall. After the e-mail from the finance
department was read, four students volunteered to complete the costing sheet. Only two
were taken away from the classroom at the end of the lesson.
I observed only 50% of the students raising their hands to speak to the group. There
seemed to be more students maintaining their roles as adults. They stopped calling me
“Mr Weeks” and were calling me by my first name while I was wearing the badge.
116
When I answered the call from ‘Mr O’Reilly’ (unit plan, appendix 7), there seemed to be
more interest in the work from most of the class. It was suggested that we needed to speak
with Mr O’Reilly.
Helen and Belle drew a large map of Thailand showing the major rivers of Thailand during
their break time. They did this without asking me if they could do it. It was an
encouraging sign of independent learning.
Lesson Five – Tuesday 12th April.
Andy had done some independent research on Nagas. He presented his research on Nagas
to the whole class. This was the first time I had observed him doing this with complete
confidence. He was happy to answer questions from the rest of the class. Jenny had
researched the temples along the Chao Phraya River. Patt and Luc had completed some
research on Ayutthaya City.
Upon meeting Mr O’Reilly, it was clear that the students were committed to the story of
the missing cameramen. There were only five students who were still raising their hands
to speak or ask a question. All of the students seemed to be committed to Mantle of the
Expert. All of the students took part in the meeting with Mr O’Reilly.
After meeting with Mr O’Reilly, Helen took charge and suggested we vote for the best
solution to the problem. The company decided to meet with the Head Chief of the village.
Jimmy said it is only right because we need to know both sides of the story.
While in-role I reminded them they were running out of time to plan the programme. I
reminded them that the BBC executives would be arriving to witness our presentation to
them. I reminded them there were still a few important things we have not done yet. We
needed to work out which actor we invite to present the programme. We decide that the
actor needed to be a comedian, so he or she can make the programme funny. Ronny
pointed out that the actor should be English because the BBC is a British company. Jimmy
said he would compile a list of actors ready for voting during the next meeting. Someone
questioned the costing for a flight for the actor. Belle volunteered to research the cost of a
return flight from London to Bangkok. One teacher came during the lunch break that day
and said that Belle and a friend (lower ability) were in her classroom researching the cost
of flights on the internet. She said they were very enthusiastically telling her all about the
117
unit. The teacher is a special needs teacher. She was very pleased to see the enthusiasm in
the eyes of the two girls, who both go to see her for help with gaps in their learning.
Lesson Six and Lesson Seven – Monday 18th April
Here there was a need to save time, we ran lesson six and lesson seven together.
Jimmy shared the list of possible actors with the rest of the group. The list was heavy with
a list of actors from the British TV Programme “Top Gear”. After some discussion, which
was lead by Helen and Jimmy, it was decided that we were going to use Gryw Reece Jones
for our programme. It was noted that he might travel with his dog like he did in the other
programme. One student said they would look into bringing dogs over on the plane.
Another student mentioned that his father worked in the airport and he would ask him
about getting the dog through customs. Andy and another boy said they would compose
an email to Mr Reeces agent to invite him.
When the time was right, the head of the Village arrived. I went out one door and
appeared through the other door as the Head of the village. The student accepted the
change in role without any silly giggling. The entire class seemed to wake up including
the one that didn’t always pay attention. Ronny started to ask questions to find out what
went on and why the cameramen were being held. But I could feel he was starting to get
to aggressive with his questioning, so I had him thrown out the room. Ronny later
mentioned to me that was a great learning experience for him. He mentioned that he learnt
to be more respectful of other cultures. After some questioning, it was arranged that the
company would pay for a new set of statues to be created using special wood from the
north of the country. The company agreed not to show any part of the village in the
programme. After the Head of the village left, Jenny suggested that the film crew should
even past the village on the river. The rest of the company agreed upon this idea.
The agenda for the next meeting was set. It was decided we would have to plan out the
schedule of the programme.
Lesson Eight – Thursday 21st April
Helen started the lesson reminding everyone that we needed to get the schedule written out
today. The student that volunteered to research about the dog reported to the group. Jenny
added the cost of the dog to the cost sheet. The boy whose father worked in customs said
under special circumstances the dog could be rushed through customs.
118
Three students started to record down the schedule as we discussed it. The principal of the
school walked into the classroom and sat at the back of the room to watch the lesson. He
asked Belle what was happening during the lesson. She was able to clearly articulate what
we were doing in the lesson. The students were able to plan out a fifty five minute
programme. The plan was to reflect every team’s research in the programme. The
schedule was broken down into minute segments. The three girls said they would type up
the schedule at home. In-role, I mentioned that the BBC executives would be arriving next
week for the presentation. The agenda of the next meeting was set to planning out the
presentation.
I noticed now very rarely did someone put their hands up to take part in discussions. I was
able to sit back in the out-of-role position to observe the meeting. If I observed at the
beginning of the unit, the lesson would fall flat because the student didn’t know what to
do. Now it seemed that the students were fully invested in the idea of the programme. The
only thing I had to make sure of was that geographically terms were being used. I tested
their understanding when we finished the lesson. I asked a few lower ability students what
‘watershed’ meant. I was happy to find out that eighty per cent of them were able to
explain it to an acceptable degree.
Lesson Nine – 26th April
Before the lesson started I explained that half of the presentation will be in-role and half
will be out-of-role. I mentioned that while out-of-role the students would have to explain
what they did in the unit, and how they enjoyed the unit. Then the lesson started once we
put the company badges.
Ronny and Helen started the meeting by asking who was going to present in-role and who
was going to present out-of-role. There were a number of hands going up volunteering. I
observed that all the focus volunteered to present to the executives. Ronny and Jimmy
were the only ones that volunteered to present out-of-role. The girls and Andy preferred to
present in-role. The students decided that they would present in-role first and then explain
what they have been doing out-of-role.
The students decided that Helen would begin the presentation for the in-role group. Ronny
would begin the presentation for the out-of-role group. They proceeded to sort out who
was going to speak when and what topic they were going to speak about. I did not have to
be involved in the organising.
119
Once the lesson had finished I spoke to them out of role. I told them who the executives
would be. The heads of the school were going to attend the presentation. I asked if they
would invite some of their parents to come along as well.
Lesson Ten – Thursday 29th April
The students were not as nervous as I would have expected them to be. They arranged the
chairs in a formal presentation situation. Some of the presenters had made PowerPoint
presentations to support what they were going to say.
Both of the executives arrived on time, also two parents arrived to watch the presentation.
Helen started the presentation, she briefly welcomed the executives and outline what the
presentation wanted to do. The other students presented an informative presentation. But
the person presenting the in-role information spent too much time, so the head of school
had to leave before the end of the out-of-role presentation. Ronny spoke about what he
learnt during the unit. He mentioned how he learnt to respect cultural diversity by being
thrown out of the meeting for being rude. He said this was different from being in a
classroom, where if he were being rude he would just be told off. He mentioned he felt
like it was a real life experience.
Some students mentioned in their drama diaries that they wished they had more time to
present their information. Andy mentioned in his dairy that he felt more confident while
speaking to the heads of school, especially when he was in-role. He wrote that it felt safe
talking to the people while pretending to be someone else. The head of school mentioned
to me later that she felt the students seemed more confident in their manner.
Lesson Eleven – 3rd May
The students gathered in the front of the classroom. We had a discussion on what they
thought of the Mantle of the Expert unit. Their responses were all very positive. The
major factor that influenced their enjoyment was that they were able to pretend to be
adults. When I asked they reasons behind this, they were varied. Some students
mentioned that it was fun being able to “speak like adults to each other”. One student said
he liked being able to speak to me using my first name. Two girls mentioned they liked
wearing shoes inside the classroom. They enjoyed the way the classroom was arranged in
a different way.
When asked if they enjoyed learning Geography using Mantle of the Expert, the students
responded they really liked learning Geography in this way. One student said it was the
120
most interesting Geography topic he has ever learnt. I then asked some of the more
relevant questions of the original questionnaire.
I asked them to rate the geography statements. The students as a majority choose Strongly
agree to each geography statement. This clearly showed the students believed that
Geography is an important subject to learn. Ronny mentioned that he would be excited to
go into every Geography lesson if it was taught using Mantle of the Expert. I wanted to
confirm their understanding of Geography. Their definitions showed a clear understanding
of Geography.
“Geography is a study of the world and countries.” (11 year old, Thai Boy)
“Geography is a study of features in a country.” (11 year old, Australian Girl)
“Geography is the study of how things in a country are used.” (10 year old, Thai
Boy)
121
Appendix Ten- Focus group exit interviews
What did you learn about in this unit?
Did you enjoy learning Geography this way?
What was your favourite part of this Drama/Geography unit?
Which team were you in?
Did your team work well together?
Did you do some work for your company outside of school time?
Did you learn any Geography?
Which way to learn Geography do you prefer Mantle of the Expert (Drama) or normal
Geography learning? And Why?
Ronny 10th May
What did you learn about in this unit?
We learnt about the Chao Praya River. We learnt a lot of things about the river. We learnt
how to put together a television programme. We learnt how to research the costs of things
and put them on a cost sheet. We also learnt how to have meetings like adults,
Did you enjoy learning Geography this way?
Yes, I really enjoyed learning this way.
Why?
I think it was because the drama made learning Geography lots of fun. We had to do
interesting things, which we normally wouldn’t do in Geography class.
What was your favourite part of this Drama/Geography unit?
My favourite part was when we got to have meetings with special guests because of the
missing camera crew. First we got to meet the head of security, he had information about
the village and where the cameramen were being held. After we saw him, we had a
122
discussion about what we should do. The Head of Security wanted to run a rescue
mission, but we thought it might be too dangerous. So we decided to meet with the head
of the village. When we met with the Head of the village, he decided that I was being too
rude to him and wanted me sent out of the office. This was good learning experience for
me because I learnt to behave more like an adult and respect another culture.
Which team were you in?
I was in the Features of The River team. We learnt about the geography of the river.
Did your team work well together?
Yes we worked really well. We had most of our research done before the other teams.
When we thought we finished we found out some more areas to research.
Did you do some work for your company outside of school time?
Yes, the area I did the most research was the bridges that span the river while it is
travelling through Bangkok. I also did some costing sheets at home.
Did you learn any Geography?
Yes, we learnt the features of a river. We also learnt how Geography can be used in the
real world.
Which way to learn Geography do you prefer Mantle of the Expert (Drama) or
normal Geography learning? And Why?
I would rather do Mantle of the Expert because it not only teaches us about geography but
it also teaches us about the responsibility we have when we are adults and how mature to
be and the best way to deal with situations.
Andy 10Th May 2011
What did you learn about in this unit?
I learnt to work hard. I also learnt about Thailand’s major river.
What do you mean by “work hard”?
I did more by myself at home than I had done before. I wanted to do research at home I
found it fun. I volunteered to do independent research.
Did you enjoy learning Geography this way?
Yes, it made Geography fun and exciting. I was always happy when I knew we were
going to have Geography and Drama time.
What was your favourite part of this Drama/Geography unit?
My favourite part of the unit was when we had to solve the problem of the missing
cameramen. I had to research about Nagas, and then present the research to the rest of the
office. It was my favourite because I was the only one that did the Naga research; which
meant I was the expert.
Which team were you in?
123
I was in the Features of the River Team.
Did your team work well together?
Yes, we worked quite well together. Most of us had a part in the organisation of the group.
What do you mean by “most”?
Some of the team did not do as much work as the others.
Did you do some work for your company outside of school time?
Yes, I did research about Nagas and other features. I also prepared at home for my
presentation as well as during break time. I researched about the Watershed for the Chao
Praya River, as well as tourism along the river.
Did you learn any Geography?
Yes I learnt geography terms like; watershed, source and tributaries.
Which way to learn Geography do you prefer Mantle of the Expert (Drama) or
normal Geography learning? And Why?
I prefer Mantle of the Expert (Drama) because it made learning Geography the COOLEST
THING!!!!!
Helen 10th May 2011
What did you learn about in this unit?
We learnt about the Chao Praya River. We learnt about the source of it, and some of the
uses of the river. I also feel we learnt to work better as a group.
Did you enjoy learning Geography this way?
Yes, I really enjoyed learning Geography this way. It made it exciting.
What was your favourite part of this Drama/Geography unit?
I really like pretending to be adults sitting in an office. It was fun thinking about how
adults might think and try to solve problems. We moved the chairs and tables into special
positions. We called it the office position.
Which team were you in?
I was in the river features team. We researched the uses of the river and geographical
terms. I also chaired a few meetings, so we could get some work done.
Did your team work well together?
Yes, we worked well together. I think it was some of the best group work we have ever
done.
124
Why do you say that?
I think because we were really into the topic because it was fun.
Did you do some work for your company outside of school time?
Yes, I searched on the internet for information for my team. I also typed out the
information I got so we could present it to the office. I also used our classes Kidsblog.com
website to reflect on some of the drama lessons.
Did you learn any Geography?
Yes, I learnt about source of a river, tributaries, watershed, river banks. I also helped to
enlarge a map from an atlas.
Which way to learn Geography do you prefer Mantle of the Expert (Drama) or
normal Geography learning? And Why?
I think learning the way of the mantle was a better way because we can experience how
older people use geography.
Jenny 10Th May 2011
What did you learn about in this unit?
I learnt about the Chao Praya River. I learnt how adults might use Geography in the real
world.
Did you enjoy learning Geography this way?
Sure! I found it the most fun way to learn Geography. This geography topic really rocked.
What was your favourite part of this Drama/Geography unit?
I enjoyed pretend to be adults in an office. We always moved the tables and chairs into
special office position. We were able to come into class with our shoes on. We made
special name badges that were used to signify when we were in role. But the coolest thing
was we had to call our teacher by his first name.
Which team were you in?
I was in the locations team.
What did the locations team have to do?
We had to find possible places along the river where the actor could stop. There were lots
of places. The hardest part was deciding which places to drop and which places to keep.
Did your team work well together?
Yes we did. It was a same team and we were all friends.
125
How did being friends help?
It helped because we trusted each other to do the work. We all took part in deciding how
to do things.
Did you do some work for your company outside of school time?
Yes, I did some extra research on the temples along the river.
Did you learn any Geography?
I learnt about what a watershed, tributaries and the source are when talking about rivers.
Which way to learn Geography do you prefer Mantle of the Expert (Drama) or
normal Geography learning? And Why?
Yes, Mantle of the Expert made learning Geography so much fun and an exciting class to go to. I
think we still learnt about Geography but in a dramatic way. It Rocked!
Belle, 10th May 2011
What did you learn about in this unit?
I learn about the big river in Thailand. It is called the Chao Praya River. I also learnt to
research for a TV programme.
Did you enjoy learning Geography this way?
Yes I did.
Why did you enjoy it?
I enjoyed it because it was a lot of fun. We got to pretend to be adults researching for a
TV programme.
What was your favourite part of this Drama/Geography unit?
I enjoyed pretending to be adults and making the ID badges.
Why did you enjoyed pretending to be adults?
I enjoyed it because we were experts and we were able to use the teacher’s first name.
Which team were you in?
I was in the Location team.
Did your team work well together?
We worked pretty well together. We all listened to each other and completed lots of
research.
126
Did you do some work for your company outside of school time?
Yes I did. I used the internet to find how much it would be to fly the actor from England
return. He had to fly by first class. I used a website that could search a few airlines at a
time.
Did you learn any Geography?
I learnt about words to do with rivers like the Source and the Mouth of the River.
Which way to learn Geography do you prefer Mantle of the Expert (Drama) or
normal Geography learning? And Why?
Mantle of the Expert. I choose this way because it much more interesting than listening to
the teacher. We made a lot of the decisions, which was cool. I got to choose to do my
own research nobody else did.
This was much more fun, I hope we do it in secondary school.
127
Appendix Eleven – Conversations with teachers: 12th May 2011
What are your thoughts about this unit?








How comfortable were you running this unit?
What did you find interesting?
Was it difficult to let the children make the decisions?
Was it taking up a lot of class time?
Did you find that students were doing independent work?
Were there any surprises that you didn’t expect to see?
How did the students in your class enjoy this unit?
Would you like to try another Mantle of the Expert unit?
Mrs C
1)not very comfortable! I've taught PYP so inquiry's not new, but I hate acting.
2) Which children came out as leaders, the way they all really got into it.
3) No because I had some kids in the class wiling to take that role. It is a lot slower getting
the kids to lead though.
4)Yes...didn't get very far in the unit - a lot of time taken up with initial preparation eg the
badge (which they loved making!) To get to the end of the unit I would have had to take a
lot of extra lessons
5) No, they had to be really pushed. Only about 2 students took the initiative to do
anything at home, In the end I had to book an ICT slot to get them to do the research. I
needed to 'suggest' they specifically did a certain task at home.
6) Which children came out as leaders. Also, one girl who refuses to present in front of the
class helped her group to present their research, Think it might be coz it was a less formal
atmosphere with them all sitting in a circle
7)They loved it! They asked why we could only do Unit once a week
8) Yes, If I was doing this one again though, I think they need some basic knowledge about
rivers first eg the river features group were researching and coming up with words like
'source' and 'drainage basin' with no idea what they meant. I think they need an initial base
of knowledge before they can do the independent research.
128
Mrs A
What are your thoughts about this unit?
• How comfortable were you running this unit?
Not very comfortable, wasn't really sure how I was supposed to do it.
• What did you find interesting?
Watching how the children responded in different ways.
• Was it difficult to let the children make the decisions?
It wasn't difficult as my class had natural leaders but they needed a lot of directing and it
was difficult to know how to use my role the most effectively without taking over.
• Was it taking up a lot of class time?
Yes - it wasn't possible to do it properly as there wasn't enough space on the timetable to
implement it effectively.
• Did you find that students were doing independent work?
No - they seemed to forget about it between sessions.
• Were there any surprises that you didn’t expect to see?
Quieter children coming out more than expected and some of the children I considered to
be leaders taking a more submissive role.
• How did the students in your class enjoy this unit?
They really enjoyed it but didn't question why we stopped it.
• Would you like to try another Mantle of the Expert unit?
Yes but would like to see all lessons fully modeled first.
129