Classroom Strategies for Robotic Toys

The aim of using a robotic toy is to provide pupils with the understanding and experience of controlling a device through use of a simple key pad to enter a sequence of LOGO-like commands which make the robotic toy move.

Examples of using robotic toys:

• send the robotic toy on a random journey to become familiar with using the keypad
• send the robotic toy to a friend, through trial and error they could talk about needing a bigger or smaller number and begin to predict distance
• send the robotic toy on a planned journey - eg. to the large yellow teddy bear or the small blue teddy bear etc.
• use a number line to explore number bonds to ten, or 'counting on' and 'counting back' to aid addition and subtraction skills
• children can use a robotic toy to check their answers - eg. after completing simple addition and subtraction tasks
• send a dressed robotic toy to re-tell a story - eg. dressed as a wolf the robotic toy could visit the houses of the three little pigs in the correct sequence
• draw lines and shapes on a large sheet of paper
• work out a sequence of instructions, in order to record in pictorial format the journey - eg. to the red circle, the blue square or the yellow triangle etc.
• knock down skittles to identify - eg. colours, shapes or add up the numbers on the fallen skittles etc.
• avoid obstacles placed in the path of the robotic toy

The teacher needs to think very carefully about the reasons for using a robotic toy and also to decide on the most appropriate time to use it. Robotic toys lend themselves to support themes or topics, many of which involve: sequencing, number, distance, shape, colour, re-telling a story, exploring a scene, developing a character to send on a journey or to move around objects, etc.

The most important aspect from the teacher's point of view is to decide on the desired learning outcomes and to plan the focused tasks/activities accordingly, taking into account varying pupil needs through differentiation. The teacher must be clear at the very outset, of the learning objectives, (both the area to be supported and the IT skills should be identified) as this is vital to enable assessment of pupil attainment. This, in turn, should be used to inform future short-term planning as some children will need reinforcement while others may need extension activities.

Taking into account any home use or previous experience, pupils will need to be shown how to use the robotic toy. This can be achieved through a demonstration to the whole class, illustrating the various movements created in response to the keypad commands. This can be reinforced to individuals as necessary. This can be very effective for language development - eg. how far? greater than, less than, further, bigger, smaller, turn, forwards, backwards etc. and the development of numeracy skills through using numbers or counting keypad presses.

Robotic toys are effective when used collaboratively, so pupil groupings will need to be planned appropriately for the task in hand. This will allow pupils to talk about, share and learn to co-operate as they experience the tasks set by the teacher or set by themselves as they work out how to make the robotic toy move. Care should be exercised when creating groups to ensure that every pupil has the opportunity to make a worthwhile contribution to the activity. Different tasks may mean different groupings - eg. groups of like ability, or a more able pupil may be used as a prompt for less able pupils.

Children will need to be supervised by an adult while using robotic toys so that suitable questions can be asked and children challenged. Short frequent sessions are best to keep the children stimulated and interested in the task given.

Photographs and/or pupil drawings are a good record of activities and provide further opportunities for discussion. They could be mounted as part of a display, providing a further stimulus for language development.

At all times the teacher must be vigilant and consider all safety aspects when pupils are working with robotic toys. It is important to ensure that:

• the floor area to be used is nowhere near the sand and water
• there is a safe distance between the children involved in the activity and those who are not, to avoid children falling over the robotic toy or the children programming it
• the charger is unplugged and put away after use

Assessment of pupil's work should be:

• in line with the teaching objectives
• through observation
• through discussion with the child
• in line with the schools Early Years Assessment Policy

When assessing collaborative work, it is accepted that assessment can be carried out through observation and interrogating the pupils.

Discussing outcomes with pupils - this should identify individual children's contribution to the activity.

SEN and ICT
Teachers should be able to recognise the specific contribution that ICT can make to teaching pupils with special learning needs. Supporting children in mainstream classrooms is based upon the need to provide access to the curriculum in a manner appropriate to the pupil's needs and being able to identify where ICT can provide subject specific support.

The code of practice is a guide for schools LEAs about the practical help they can give to pupils with special educational needs. It recommends that schools identify children's needs and take action to meet those needs as early as possible.

A child has a special educational need if he has a learning difficulty which calls for special educational provision to be made for him or her. A child has a learning difficulty if he or she:

• has a significantly greater difficulty in learning than the majority of children of the same age
• has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the LEA
• is under five and falls within the definition of the two points above or would do if special educational provision was not made for the child

A child must not be regarded as having a learning difficulty solely because the language of the home is different from the language in which he or she will be taught.

Using ICT effectively:

• be aware of the range of needs of the pupils you work with
• be aware of targets that any child with Individual Education Plans (IEPs) have
• differentiate ICT teaching to take account of these needs and targets
• monitor any progress made
• ensure that you are aware of the way that ICT can support and enrich pupil's learning
• know how ICT supports the school SEN policy
• check the existing software and peripherals that could be used during the support of the pupil
• work with subject co-ordinators to ensure that individual schemes of work have differentiated ICT activities within
• work with class teachers during the 'planning sessions' to ensure that ICT supports the IEPs

For pupils with learning difficulties, ICT can be a focus for language development activities. It can make writing more accessible, and enable and encourage children to practice skills. Using ICT offers a medium for differentiated activities and can make information more accessible.

Children with emotional and behavioral difficulties can find ICT motivating because it is not threatening or judgmental. It can offer a medium for differentiated activities that are more manageable and provide more satisfying outcomes.

Children with visual impairment may need help to make the most of their vision when using ICT. You should consider the position of the pupil in relation to the screen. Clarity of display is essential, as is the use of large fonts and possibly adjusting the colours. Where possible, use speech facility to provide speech feedback.

Children with hearing impairment where language is a major problem can benefit from the use of ICT. Where ICT is used for language activities symbol or picture enhanced text can bring meaning to text. Graphics can stimulate writing while access to whole words can help children to organise thoughts and aid expression.

Prior to Commencing the Task...