“School is about facts---mostly boring facts---drama is about making facts exciting because you add the feelings….drama takes facts and asks how they might have been different or how the facts might affect you or someone else and how all that would feel. That’s why I like drama.” ----Mike (p.100)
Students are bored with school’s everyday curriculum. Teachers across the nation, and across my district, are presenting information from a textbook with little scaffolding on comprehension and relevance. According to Wilhelm, “The point of all reading, and of all learning activity, is to change our understandings and, as a result, our ways of thinking and being in the world.” Imagine if all reading done in the classroom would have this purpose and relevance for students. I believe dropout rates would be significantly lowered, and there would be less disciplinary problems within classrooms.
This chapter talks about having students put on a mantle of an expert. A mantle is like a cloak. They get to become an expert for the day. This expert can be, but not limited to, a counselor, lawyers, author, psychologists, social activists, historians, movie producers…. The point of having students assume these roles is so that they can look at situations (texts) from a different perspective. Students are expected to step out of their comfort zone and put a cloak of an expert on in order to understand the situation and the possible outcomes from another’s perspective. This is a powerful tool in order to help students understand the text, and also to understand choices and cause and effect relationships.
In order to plan Mantle-of-the Expert work, there are twelve steps you are encouraged to follow.
1. Teacher sets (or students and teacher negotiate) the curricular topic or text, and frames it by articulating a thematic issue to explore.
2. Teacher, perhaps with students, brainstorm experts who could deal with the issue, and what they know and do.
3. Teacher asks: Who could use the knowledge offered by the experts—and for what purposes?
4. Teacher asks: In what form would the expert knowledge be created, shared, and applied?
5. Teacher introduces the situation: The purpose, the roles, the audience/clients, and the task to be performed.
6. Teacher explains what students are to imagine and what they are to produce.
7. Teacher and/or students choose specific tasks.
8. Teachers and students plot out a time line.
9. Students plan how to manage the task
10. Students assume a role—or multiple roles.
11. Teacher assumes a role.
12. Groups, in role, engage in a series of tasks.
Because of the significance of entering a different role, many mantles can lead to social-action projects. This is when it’s important to have students reflect on what they are doing and what they are learning. You can help guide this conversation by asking WHAT?, SO WHAT?, and NOW WHAT?. Student, looking through different eyes are able to see things that are unjust. These are the conversations that lead to deeper growth and understanding of the world we live in.
Salina- You made a very important point at the beginning of your blog. "Imagine if all reading done in the classroom would have this purpose and relevance for students. I believe dropout rates would be significantly lowered, and there would be less disciplinary problems within classrooms." As teachers that is one area in which we do not let the students in on. We don't tell them why we are doing something. That is one thing what I have made an effort to do with my students is to tell them the objective of the lesson.
ReplyDeleteI like the quote from Wilhelm that you stated about the point of reading. My students and I always have this argument about the point of school and the point of reading in school from when I was growing up (and I don't agree with this) is to tell you what to think and not how to think. I think that our job as this generations teachers need to change this and make the other way around. Go post and good point. - Omar
ReplyDeleteI love the idea of letting the students assume the expert role of the day. It moves them into thinking they would need to research and learn the "discourse" for. This is also a great model of sharing the learning. Imagine how much the student learns by doing the activity...great idea!
ReplyDeleteI think that this is a wonderful idea. Students learn so much from looking at things from a different perspective. When a person takes on another role it gives them a sense of understanding and responsibility. I think that this type of learning can start as early as kindergarten, when we assign tasks and duties like lunch helper and line leader, and can continue on as students get older. What a great way to teach.
ReplyDeleteSometimes I can see students getting bored with some of the district mandated curriculum I have to teach, but I don't see that in all the areas. I love to teach reading and I love to read. I don't think my students get too bored over the lesson and activities I do with them. At least I hope they don't.
ReplyDelete