1. Not accepting “I don’t know”
No Opt Out
Not accepting “I don’t know”

2. Never accept “I Don’t Know”
Easy out
Lack of knowledge or unwillingness to try
If you accept I don’t know from a student, he loses because he didn’t participate in learning, you lose because you are going to have a long year of stepping around him when he doesn’t want to participate, and the other students lose because they see and might begin to imitate his behaviors.
No Opt out is not time consuming and doesn’t involve a lecture, but is a powerful technique to make sure everyone participates.

3. 4 basic formats of No Opt Out
Give supporting information
Get help from others
Always circle back around, the moment you do, that is No Opt Out.
What is consistent about all four formats is that all start with the student unable to answer and end with the student giving the right answer.

4. Format #1 You provide the answer. The student repeats the answer.
Teacher: What’s the subject, James?
James: Happy
Teacher: James, the subject is mother. Now you tell me. What’s the subject?
James: The subject is mother.
Teacher: Good, James. The subject is mother.

5. Format #2
Another student or the whole class provides the answer. The initial student repeats the answer.
Teacher: What’s the subject, James?
James: Happy
Teacher: Who can tell James what the subject of the sentence is?
Student 2: Mother
Teacher: Good. Now you, James. What’s the subject?
James: The subject is mother.
Teacher: Good, James. The subject is mother.

6. Format #3 You provide a cue. Your student uses it to find the answer.
Teacher: What’s the subject, James?
James: Happy
Teacher: James, when I ask you for the subject, I am asking for who or what the sentence is about. Now, James, see if that can help you find the subject.
James: Mother.
Teacher: Good, James. The subject is mother.

7. Format #4
Another student provides the cue. The initial student uses it to find the answer.
Teacher: What’s the subject, James?
James: Happy.
Teacher: Who can tell James what I am asking for when I ask for the subject?
Student 2: You are asking for who or what the sentence is about.
Teacher: Yes. I am asking for who or what the sentence is about. Now, James, what’s the subject?
James: Mother
Teacher: Good, James. The subject is mother.

8. Cues, Hints, and Questions
There are 4 types that are particularly helpful:
The place where the answer can be found
“Who can tell James where he could find the answer?”
The next step in the process that is required in the moment
“Who can tell James what the first thing he should do is?”
Another name for a term that’s a problem
“Who can tell James what denominator means?”
An identification of the mistake
Who can explain what James might have done wrong here?

9. Version 2.0 Toward Greater Rigor
This is No Opt Out with follow up, such as using Stretch It.
Teacher: What is 3 times 5? Carson?
Carson: 8!
Teacher: It is not 8. Who can tell Carson what operation he used?
Jalani: He used addition instead of multiplication
Teacher: That’s right. So, Carson, what’s 3 times 5?
Carson: 3 times 5 is 15.
Teacher: Yes, good! And what’s 5 times 3?
Carson: It’s 15 also.
Teacher: Good. And 4 times 5?
Carson: Twenty
Teacher: Oh, you’ve got it now! I can’t stump you.

10. What happened there? The kid got extra practice
The teacher is sure he knew it and was experiencing success.
She could have used a related experience and asked him what operation to use and check his work.
Either way, the teacher is pushing the kid’s skills and shaping an experience of success.

11. How else can you “rigorize” No Opt Out?
Add another at bat
Stretch it
Add an error analysis
Add a “star”

12. Last Words
Sequences that require cues are more rigorous than those that merely require repeating an answer
The most important reason to use it might just be to set the cultural norm of not allowing students to get away with “I don’t know” and ignore your questions.
Children should not be allowed to opt out of learning.