No Opt Out Interactive Practice

Technique: No Opt Out

Objective: PWBAT improve their ability to execute No Opt Out in a variety of predictable
situations.

Description of Activity: An Iterative Practice activity in which participants will execute their No
Opt Out in situations that they will likely encounter.

Estimated Time: 20-25 minutes

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 No Opt Out Interactive Practice
Participant Copy

Practice Instructions

Round 1: Try it Out. Student A should get the answer wrong but in a tone suggesting
genuine effort. Student B should answer directly and correctly.

Round 2: With Sarcasm. Student A should say, I dont know in a sarcastic tone. Student
B should answer directly and correctly. After each turn, a Coach will give Fast Feedback.
Teacher practices again, applying the feedback.

Round 3: Double No Opt Out. Student A should answer incorrectly but in a tone suggesting
genuine effort. Student B should give a wrong answer when asked for the follow up.

Round 4: Add Stretch It. When a student can answer, it can help to push for greater rigor
by adding Stretch It questions that ask students to:
Explain How or Why (e.g,, Howd you know to use two hundred miles for each inch?)
Provide Another Way to Answer (e.g., Whats another method you could have used? )
Provide Evidence (e.g., Can you show me where you found that in the table/graph/text
etc.?)
Integrate a Related Skill (e.g., Now can you add an adjective to modify street? Good,
now can you add a compound subject to your sentence?)
Apply the Same Skill in a New Setting (e.g., So whats the setting of or story? Good. But
what about movies. Do movies have a setting?)

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 No Opt Out Interactive Practice Feedback Cheat Sheet

Success Points (focus on the mastery of these points first):

1. Teacher responds consistently and neutrally to both correct and incorrect answers.
2. Teacher responds to incorrect answers with a cue, an answer, or by calling on another
student.

Constructive Feedback
Next time try
Verbally acknowledging the normality of error (e.g., Keep
sticking with it. A lot of us struggled with this one.).
Normalize Error Responding to errors in a warm and/or neutral tone
Asking the class to repeat the answer aloud through Call and
Response

A supportive phrase that shows the student that you and/or the
Showing Support class want to help him or her get to the answer
o Joaquin, help her out.
o Keep going. Well work through it together.

Asking a student to provide a cue instead of the answer.

Providing a directive, actionable cue to help him/her find the
Different Ways to answer:
Get an Answer o Telling the student where they can find the answer
o Telling the student the first step in the process that is
required.
o Ask for another name or the definition for the problem
term.

Waiting 3-5 seconds after giving students a cue

Wait Time

Asking a How or Why question

Stretch It Asking Students For Evidence to support their answer
Giving the student another at-bat (Now that youve mastered
that, whats 3+6?)
Asking students to Integrate a Related Skill (Then, whats 8-
3?)

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 Action Planning
Teacher Copy

Directions: Describe two action steps you will take based on this practice activity.

Action Step
Bite sized, measurable, actionable

1. By _____________ I will
Insert Date

2. By _____________ I will
Insert Date