n o o pt o ut presented by brooke beavers *adapted from uncommon schools
TRANSCRIPT
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NO OPT OUTPresented by Brooke Beavers
*Adapted from Uncommon Schools
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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.
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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
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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.
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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?”
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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.
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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.]
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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
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TIME TO PRACTICE!
Scholar A Scholar Z Teacher Observer
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VARIATION 1 Student A gets the answer wrong but in a
tone suggesting genuine effort. Student Z should answer correctly and directly.
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VARIATION 2
Student A will say “I don’t know” in a sarcastic tone. Student Z should answer directly and correctly.
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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.”
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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.
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REFLECTION TIME
Complete the provided Exit Ticket