# data[].attributes.body
That teachers use demonstrations to introduce new skills and knowledge in most classes and these are helpful to learn the content.

That LI and SC are mainly used at the beginning of a lesson and not referred back to during or at the end of a lesson.

Students like the idea of a 'hook' to start a lesson/unit, however, they are not always finding the way that they are used is relevant or engaging.

Students get a lot of time to practise and apply the skills and knowledge.

What are our strengths?

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63% of students see a LI at the start of the lesson.
50% of students say that teachers use LI and SC fairly often.
12.5% of students say that teachers refer to LI at the end of the lesson.
54% of students find LI and SC helpful.
The hook data suggests that it doesn't happen enough but
90% of students said that when a hook was used it improved the lesson.
A high % of students received useful feedback.
Lesson review and reflection hardly ever occurs.
70% of students need/want better feedback

# data[].attributes.body
The students dismissing (negative comments) of the LI is more a reflection on the teacher not referring back to them and using them as a learning tool. Maybe some teachers are just putting them up as a task to be done at the start of the lesson and not referring back.

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The LI/SC question needs to be broken up so that there are two questions.

Do learning intentions help with your learning?

Does success criteria help with your learning?

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Work on embedding Learning Intentions into other parts of the lesson, not just the beginning

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Interesting that students say "the hook" positively engages them. But data showed that teachers were not utilising "hooks" as often as they could. Students comments also raise consideration of the type of hook - it should be short, sharp and relevant.

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90% think the learning in lessons is clearly conveyed
Vast majority of teachers frequently demonstrate new skills and knowledge
Students would like more opportunity to practise new skills

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Students value hooks but our numbers were not as high as hoped, so could be an area for focus

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Appears strong explicit teaching is in place

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Valuing feedback is reflected highly but more formative feedback could be improved.

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Students have regarded collaborative work well, but there is plenty of room for improvement

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Good data regarding teachers demonstrating new skill or knowledge +5 ratings.

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More practice opportunities to respond to feedback, and all want better feedback.

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What does it tell us about the use of the GRM?

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What does it tell us about the use of the GRM?

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Evidence of use of all aspects, some better than others.
Hook used but not readily-students enjoy-should we do this more.
Evidence of review section of lesson being rated lower by students. Perhaps more work in this space like Ben's session today.
Evidence that students acknowledge explicit teaching and time to practise. We do - very positive data
Collaborative activities are rated well

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Room for reflection and review to increase, which could correlate to LI/SC.

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Students want an 'emotionally safe' environment for learning.

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Student data indicates they like working collaboratively to complete individual tasks.

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Background music

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What does the data tell us about Feedback?

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What does the data tell us about Feedback?

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Strong evidence that feedback is in place, it is helpful and has an impact on final assessment task. Students would however like more. Time is given for feedback to be acted upon.
Some commented feedback is great, some say that there isn't enough time to act on in

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Teachers walking around and engaging with students is a significant attribute of a calm and orderly environment

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No raised voiced - calm approach to teaching.

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Data shows students feel they are not receiving enough useful feedback. But when they do recieve feedback , data indicates it does positively affect their summative assessment performance.

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Without a calm environment, students feel stressed and lose focus, whereas they are focused and comfortable and able to learn.

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What is the data telling us about a calm and orderly learning environment?

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What is the data telling us about a calm and orderly learning environment?

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Lots of students appreciate the chance to chat and have conversation. Very clear that students do not like yelling. Some commented on not wanting/liking being scared.
Appreciate when teachers act upon what makes things less calm and orderly but in a controlled, less angry manner.
Relationships are key.
Following up with things.

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Data indicates students want more time to apply feedback in lesson review/reflection stage before they move on.

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All values could be lived out more - especially RESPECT.

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What does the data say about the values?

# data[].attributes.subject
What does the data say about the values?

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Students respond better when respected and in a caring and supportive environment