Presentation on theme: "N O O PT O UT Presented by Brooke Beavers *Adapted from Uncommon Schools."— Presentation transcript:
N O O PT O UT Presented by Brooke Beavers *Adapted from Uncommon Schools
NO OPT OUT - W HY 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.
T EACHERS 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
F OUR W AYS TO G ET AN A NSWER 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.
T HREE U SEFUL C LUES 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?”
T HE T RADE O FF 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.
T OWARD G REATER R IGOR 1. Good! Let’s try another example 2. Good! And how do you know that? 3. Now tell me the whole thing. 4. [Practice in class and report back to us.]
L ET ’ S W ATCH AND L EARN ! Grade K Noel out/video/ Grade 3 Williams out/video/ Grade 5 Catlett out/video/ Grade 6 Pastore out/video/ Grade 10 Algozo out/video/
T IME TO P RACTICE ! Scholar A Scholar Z Teacher Observer
V ARIATION 1 Student A gets the answer wrong but in a tone suggesting genuine effort. Student Z should answer correctly and directly.
V ARIATION 2 Student A will say “I don’t know” in a sarcastic tone. Student Z should answer directly and correctly.
V ARIATION 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.”
V ARIATION 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.
R EFLECTION T IME Complete the provided Exit Ticket