NO OPT OUTPresented by Brooke Beavers

*Adapted from Uncommon Schools

NO OPT OUT- WHY DOES IT MATTER

1. Builds a culture of individual accountability. There’s no incentive not to try.

2. Rehearses success. Students hear themselves getting the answer right.

TEACHERS WILL BE ABLE TO….

Incorporate taxonomy practices that build a culture of accountability and rigor into instruction

Identify and explain the four variations of No

Opt Out

Apply newfound knowledge by practicing example scenarios

FOUR WAYS TO GET AN ANSWER

1. Other student provides cue; original student provides the answer.

2. Other student provides answer; original student repeats.

3. Teacher provides cue; original student provides the answer.

4. Teacher provides answer; original student repeats.

THREE USEFUL CLUES

1.The place where the answer can be found: “Who can tell James where he could find the answer?” This is especially useful in reading classes.

2.The step in the process that’s required at the moment: “Who can tell James what the first thing he should do is?”

3.Another name for the term that’s a problem: “Who can tell James what the term ‘denominator’ means?”

THE TRADE OFF

Pacing! You need to balance using this with the need to keep momentum going! Focus No Opt Out on questions closest to your learning objective.

TOWARD GREATER RIGOR

1.Good! Let’s try another example2.Good! And how do you know that?3.Now tell me the whole thing.4.[Practice in class and report back to

us.]

LET’S WATCH AND LEARN!

Grade K Noel http://vimeopro.com/tntptrainingvids/no-opt-

out/video/39316805 Grade 3 Williams http://vimeopro.com/tntptrainingvids/no-opt-

out/video/39315858 Grade 5 Catlett http://vimeopro.com/tntptrainingvids/no-opt-

out/video/39316086 Grade 6 Pastore http://

vimeopro.com/tntptrainingvids/no-opt-out/video/39316193

Grade 10 Algozo http://vimeopro.com/tntptrainingvids/no-opt-

out/video/39316325

TIME TO PRACTICE!

Scholar A Scholar Z Teacher Observer

VARIATION 1 Student A gets the answer wrong but in a

tone suggesting genuine effort. Student Z should answer correctly and directly.

VARIATION 2

Student A will say “I don’t know” in a sarcastic tone. Student Z should answer directly and correctly.

VARIATION 3

Student A answers again incorrectly but in a tone suggesting genuine effort, just as in the first variation. Student Z should say, “I don’t know when asked for follow up.”

VARIATION 4

Student A should get the wrong answer but in a tone suggesting genuine effort. Student Z should answer directly and correctly. Be ready with a more demanding question to push for greater rigor.

REFLECTION TIME

Complete the provided Exit Ticket