The document discusses how educational robotics activities created by Roamer map to the TACTICS framework for improving teaching practices. TACTICS is a 7-step process used by teacher leaders to translate research into classroom practices. Roamer activities incorporate elements of each TACTICS step such as targeting learning outcomes, analyzing best practices, and selecting next steps. However, Roamer activities also include additional elements not covered by TACTICS like training teachers on robotics skills and gathering research data on activity effectiveness. Overall, the document finds that Roamer activities comply with the principles of TACTICS while also addressing practical implementation issues.

1. Mapping Roamer Activities to
TACTICS Framework
Using
Number Grab (Whole Numbers)
Example Activity

2. TACTICS OBJECTIVES
The TACTICS Teacher Leader* framework
represents a seven step process to prompt
Teacher Leaders to use experience and
professional judgment when translating
research informed best practice to improve the
quality of ‘common’ learning outcomes within
and beyond the local context of their classroom.
* This refers to a USA Department of Education system of describing teacher’s
experience. We will use one of their other designations – Master Teacher as a
general term for the teaching skills required to create a TACTICS compliant activity.

3. TACTICS
• Targeting relevant outcomes
• Analysing best practice
• Clarifying environmental considerations
• Translating best practice
• Interpreting resulting outcomes
• Commenting on transformations, and
• Selecting next steps.

4. Access Activity
• Go to Roamer Activity Library
– http://activities.roamer-educational-robot.com/
• Select Activity Search Option
• Press Example Activities Button
– Non RUG Members will need to apply for a Guest
Pass to gain free access

5. Activity Search Results
• Search results provides teacher with a activity summary
• Helps the teacher to decide whether the activity might
help her students
• Click on activity title to access activity

6. Activity Page

7. Activity Title
The Title identifies the activity from many others
• Activity Title needs to
be:
– Unique
– Be memorable
– Hint at some cardinal
feature of the activity
– Less than 50 characters
• TACTICS Mapping
– There is no direct
mapping
– The title might
contribute to the topic
aspects of TACTICS

8. Activity Summary
A quick scan tells the teacher the gist of the activity
and tells her whether it meets her needs.
• Activity Summary needs
to be:
– Less than 50 words long
– Refer to one or more of
the following:
• The crux of the activity
• What the student will do
• What they will learn
• The activity context
• TACTICS Mapping
– The summary might
contribute to
• Translating evidence
informed Best Practice

9. Comments on TACTICS
Translating evidence-informed Best Practice
• The terminology used in the TACTICS Framework
is that of Lesson Objectives
– Use questioning to check for understanding and
misconceptions
• Assessment for Learning (AfL) would rephrase
these statements to focus on student learning in
the form of learning intentions:
– We are learning how to check our understanding and
resolve misconceptions by asking good questions
• Is this relevant to TACTICS?

10. Subject and Age Group
The teacher can use these as search criteria.
Roamer Activity
• Subject
– Roamer Activities are
generally cross curricular
– Limit Subjects to 3
– If more than 3 choose 2 main
ones and select Cross
Curricular
– Do not overstate applicability
• Age Group Designation
Country dependent
Country selected at start of the
search
TACTICS Mapping
• Topics
– The subject contributes to
TACTIC’s concept of Topic
• Targeting Relevant Outcomes
– The subject contributes to this
• Environmental Context
– The age group designation
contributes to this

11. Roamer Expertise
The teacher- ability to use Roamer can limit the success
of an activity. Activities are classified to ensure
teachers select activities appropriate to their skills.
Roamer Activity TACTICS Mapping
Beginner
Experienced
Expert
• Does not cover technical
expertise

12. About Expertise
Training is embedded into Roamer Activities. When the novice
engages in an activity they are at stage 1 or 2 of the skills
ladder. Training and practice will move them to Stage 3 and 4.
Technical vs Teaching Skills Gordon’s Skill Ladder

13. Comments on TACTICS
TACTICS Lacks Training Dimension
• TACTICS is focused on creating capturing the
experience of Master teachers to create
evidenced based activities
• It is assumed that novice and resident
teachers will use these materials
• It requires the intuition of Stage 3/4 of the
Skills ladder to gaurantee successful activities
• Activities need to be supported with on-the-job
training novice teachers skill growth

14. Availability, Lesson Time Grouping
Teacher’s need to
know some practical
things about an
activity.
This information is not
part of TACTICS
Framework

15. Activity Description
Roamer Activity
• Describe what students are
going to do
• Provides a Master Teacher
with all the info they need to
do the activity
• Provides other teachers with
an outline of the activity
• Sets up activity context
• Written for:
– Master Teacher
– Expert Roamer User
• Supported with pop up links to
training resources
TACTICS Mapping
• Translating evidence
informed best practice and
Analysing Best Practice
involves:
– ERA Principles
– Assessment for Learning (AfL)
– Effective questioning
– Approaches based on the
• Science of Learning
• Developmental Psychology
• Other scientific fields

16. Lesson Objectives
Roamer Activities
• Objectives
– Maximum 5
– 1 Main Objective
– 1 Contextual (If necessary)
– Core Objectives
• STEM
• First language Teaching
• Secondary Objectives
– Maximum 3
– Sustainable Learning Skills
– Life Long Learning Skills
• Quality not Quota
TACTICS Mapping
• Targeting Relevant Outcomes
• Phraseology
– Not
• Will learn
• Will be able to
– Use
• Continue to develop…
• Start to develop …
• Develop a mental model …
• Consolidate …
• Opportunity to Understand…

17. Keywords
This is a new section in response to TACTICS and other research.
Roamer Activities
• Children should learn as
part of the activity
• Activity Tags
– These are used to help
teachers with their search for
the right activity
TACTICS Mapping
• It seems that keywords are
used cite country and
curriculum
• Roamer Activities
– Select country as part of
Activity Search
– Have a separate page for
curriculum specifications and
links
• Not sure how TACTICS
keywords can add anything

18. Related Activities
Roamer Activities
• Activities can be related for
a number of reasons
– They form part of a study
pack
– They are the same activity
but differentiated regarding
• Subject material
• Student Ability
• Level of difficulty
– Good Activities
• Pre
• Follow Up
TACTICS Mapping
• TACTICS does not have this
feature

19. Lesson and Assessment Plan
• Preparation
• Lesson
– Step-by-Step plan
– Multi layered
• Main Steps
• Details
• Pop Ups
– Suggestions
– Explanations
– Training Links
• Assessment
– Various techniques
• Discussions
• Tests
• Presentations
• Peer Reviews, etc.
• Activity Extensions:
– Suggested variations on an
activity
– Non-Roamer Activities that are
• Supportive
• Help develop a skill
• Detailed plan
– Useful as an aide memoire for Master Teachers
– Supportive for Novice Teachers
• Sections

20. L&A Plan and TACTICS
Roamer Activity
• The Lesson and Assessment
Plan is an example not a
prescription
• Graphically designed to be:
– Scanned by Master Teachers
– Supportive of Novice or
untrained teachers
• Is built on good practice
– Assessment for Learning (AfL)
– Effective questioning
TACTICS Mapping
• Analysing Best Practice
– The site is constantly building
a library of successful
techniques that can be
adapted to new Roamer
activities
• Translating Evidence-
Informed of Best Practice
– The basic structure of Roamer
activities supports good
practice

21. Teacher’s Notes
Roamer Activities
• Subject Comments
– A non academic explanation of key ideas
relating to subject and the activity
• Prior Knowledge
– The experience/knowledge of the students
before they do the activity
• Practical Hints
– Any tips that will help the teacher
organise and run the activity
• Technical Help
– List of links to the Training site
– Includes background training
• Science of Learning
– A synopsis of the science behind the
activity
• Reference and Useful Links
– Academic and other references
– Links to useful resources
TACTICS Mapping
• Translating evidence-informed Best
Practice
• Research Cited
• Analyzing Best Practice

22. Resources
• This is not a part of TACTICS
• They fall into the following categories:
– Roamer Resources
– Teacher Resources
– Student Resources
– Other Resources
• Roamer is designed to integrate with existing classroom
resources – these are listed here
• Online resources

23. Curriculum Links
Roamer Activity
• Links to English National
Curriculum Supplied
• Links to American Core is
work in progress
• Form to collect curriculum
links information from any
country
– Info from Roamer Community
– Valiant will add all links
supplied
TACTICS Mapping
• Topics>Key words

24. Activity Forums
• Each activity has a unique forum attached
• Nothing compatible in TACTICS
• Teachers can use these to:
– Share experiences
– Suggest changes and improvements
– Ask for help and support
• Forum reviews will lead to the:
– Establishment of new activities
– Improvement of existing activities
– Improvement of training resources

25. Research
• This section has just been added
– It was originally intended to be a part of the forum for
the particular activity
• The idea is to gather data about the activity from
teachers and students who have done the activity
• There is no time limit on gathering this data
• The data will:
– Contribute to verification of the ERA Principles
– Provide verification of the activity

26. Conclusions
• Roamer Activities as designed:
– Comply with TACTICS but present the data in a
different way
– Include training and practical elements not
included in TACTICS
• The new Research Section Needs developi