Strategy II: "No Opt Out"
1) Summary
It should be a universal expectation of all teachers that it’s not okay to not try. Teachers should hold high expectations for all students even those students who don’t hold themselves to a high level yet. The classroom “I don’t know” mentality used by some students is an unacceptable practice; Doug Lemov explains in Teach like a Champion that this problem is what the “no opt out” technique was intended to combat. “No opt out” can help address students who are simply not striving to reach the correct answer as well as students whom are struggling to get the point. At the center of the “no opt out” technique is the idea that a sequence resulting in a student unsuccessful or unwilling to answer a question should end with that same student giving the right answer. According to Lemov, only then is the sequence actually complete. Students all too often reply “I don’t know” to questions; this approach can push back on teachers when a student doesn’t want to participate in learning and also when a student lacks the knowledge. As Lemov clarifies, “I don’t know” is the students “Rosetta Stone” of work avoidance. In the “no opt out” technique, instead of breaking from discussion, an instructor can revert a student’s “I don’t know” into a mini discussion by elaborating or merely asking the same question to another student. Assuming the other student answers the question correctly, the instructor can return their attention to the student who “didn’t know” the answer and ask the student to repeat what in fact the correct answer is. Essentially, by moving on and seeking a correct answer from an alternate student or the class, the whole classroom stays engaged while asking the initial student to repeat the correct answer ensures the student has no way to “opt out” from the learning process.
2) Explanation in Evidence
Learners must have a healthy view of their ability to learn. Thus, it is imperative that teacher’s understand that learning is incremental, that students can improve little by little. The “no opt out” technique is a small step that little by little can help students become more comfortable with particular areas. If students think their ability to learn is entity based, or that their problems are unavoidable, the student likely will respond with “I don’t know” to participate. Allowing a student to rely on this cop out statement can feed the idea that their ability to learn is entity based and that some knowledge is either not accomplishable or at least not important. The “no opt out” technique integrates scaffolding into its approach; teachers actively help draw conclusions. When a student is unsure or defiant in answering, a teacher seeks the assistance of the class for an answer, or sometimes asks more questions, building up to a correct answer without simply giving it away. The teacher doesn’t expect students to come up with answers themselves all the time, but it is important to help students build to answers instead of the student failing and subsequently immediately receiving the correct answer without working for it. Finally, “no opt out” is a research proven technique because it can be a meaningful learning strategy concentrated around elaboration. In the “no opt out” technique, sometimes it may be more appropriate for the teacher to ask more questions, or elaborate upon the initial question in order to seek out a confident and understood answer. For example, if a preschool age student did not know the answer to what month is was, it may be beneficial to elaborate and provide a description such as “well it’s a cold month, in fall, and we celebrate what we are thankful for at the end of the month, do you know what month it is now?” The preschooler will draw a more meaningful conclusion post elaboration than if the teacher flat out said it was November. The repetition factor involving the student repeating the correct answer also creates a stronger way to store knowledge into long term memory.
3) Classroom Example
As a future high school social studies/ history teacher, many of my lessons are certain to be based around a lecture format. Although some students may find lecturing or class discussions to not be their particular preference, history and humanities courses have to be governed by some lecture review or class discussion about past events or historical moments. I remember taking endless notes off of power points in high school and having my head completely in the clouds during those class blocks. Sometimes the lecture would be broken by the instructor asking questions, but most often those questions were only answered by certain attentive students. When I am holding a class discussion in my high school classes I intend to ask questions often and to all students. The “no opt out” technique can be used in these ask and respond moments. When a student doesn’t know an answer to a question instead of offering up the answer quickly, I will relay the question to other students or elaborate more on the question itself. For example, if I am leading a discussion about the election of 1860, “no opt out” might look something like the mock script below.
Instructor: Jake, can you recall who was elected in the Election of 1860?
Jake: I don’t know…
Instructor: Well, if you remember, the election of 1860 was a highly controversial election. The election was a drive towards the Civil War, and the Democratic Party was so divided over the issue of slavery the new Constitutional Union Party was created… Yes, Sally?
Sally: Abraham Lincoln?
Instructor: That’s right Sally, Abe Lincoln. Who was elected in 1860 Jake?
Jake: Abraham Lincoln.
It should be a universal expectation of all teachers that it’s not okay to not try. Teachers should hold high expectations for all students even those students who don’t hold themselves to a high level yet. The classroom “I don’t know” mentality used by some students is an unacceptable practice; Doug Lemov explains in Teach like a Champion that this problem is what the “no opt out” technique was intended to combat. “No opt out” can help address students who are simply not striving to reach the correct answer as well as students whom are struggling to get the point. At the center of the “no opt out” technique is the idea that a sequence resulting in a student unsuccessful or unwilling to answer a question should end with that same student giving the right answer. According to Lemov, only then is the sequence actually complete. Students all too often reply “I don’t know” to questions; this approach can push back on teachers when a student doesn’t want to participate in learning and also when a student lacks the knowledge. As Lemov clarifies, “I don’t know” is the students “Rosetta Stone” of work avoidance. In the “no opt out” technique, instead of breaking from discussion, an instructor can revert a student’s “I don’t know” into a mini discussion by elaborating or merely asking the same question to another student. Assuming the other student answers the question correctly, the instructor can return their attention to the student who “didn’t know” the answer and ask the student to repeat what in fact the correct answer is. Essentially, by moving on and seeking a correct answer from an alternate student or the class, the whole classroom stays engaged while asking the initial student to repeat the correct answer ensures the student has no way to “opt out” from the learning process.
2) Explanation in Evidence
Learners must have a healthy view of their ability to learn. Thus, it is imperative that teacher’s understand that learning is incremental, that students can improve little by little. The “no opt out” technique is a small step that little by little can help students become more comfortable with particular areas. If students think their ability to learn is entity based, or that their problems are unavoidable, the student likely will respond with “I don’t know” to participate. Allowing a student to rely on this cop out statement can feed the idea that their ability to learn is entity based and that some knowledge is either not accomplishable or at least not important. The “no opt out” technique integrates scaffolding into its approach; teachers actively help draw conclusions. When a student is unsure or defiant in answering, a teacher seeks the assistance of the class for an answer, or sometimes asks more questions, building up to a correct answer without simply giving it away. The teacher doesn’t expect students to come up with answers themselves all the time, but it is important to help students build to answers instead of the student failing and subsequently immediately receiving the correct answer without working for it. Finally, “no opt out” is a research proven technique because it can be a meaningful learning strategy concentrated around elaboration. In the “no opt out” technique, sometimes it may be more appropriate for the teacher to ask more questions, or elaborate upon the initial question in order to seek out a confident and understood answer. For example, if a preschool age student did not know the answer to what month is was, it may be beneficial to elaborate and provide a description such as “well it’s a cold month, in fall, and we celebrate what we are thankful for at the end of the month, do you know what month it is now?” The preschooler will draw a more meaningful conclusion post elaboration than if the teacher flat out said it was November. The repetition factor involving the student repeating the correct answer also creates a stronger way to store knowledge into long term memory.
3) Classroom Example
As a future high school social studies/ history teacher, many of my lessons are certain to be based around a lecture format. Although some students may find lecturing or class discussions to not be their particular preference, history and humanities courses have to be governed by some lecture review or class discussion about past events or historical moments. I remember taking endless notes off of power points in high school and having my head completely in the clouds during those class blocks. Sometimes the lecture would be broken by the instructor asking questions, but most often those questions were only answered by certain attentive students. When I am holding a class discussion in my high school classes I intend to ask questions often and to all students. The “no opt out” technique can be used in these ask and respond moments. When a student doesn’t know an answer to a question instead of offering up the answer quickly, I will relay the question to other students or elaborate more on the question itself. For example, if I am leading a discussion about the election of 1860, “no opt out” might look something like the mock script below.
Instructor: Jake, can you recall who was elected in the Election of 1860?
Jake: I don’t know…
Instructor: Well, if you remember, the election of 1860 was a highly controversial election. The election was a drive towards the Civil War, and the Democratic Party was so divided over the issue of slavery the new Constitutional Union Party was created… Yes, Sally?
Sally: Abraham Lincoln?
Instructor: That’s right Sally, Abe Lincoln. Who was elected in 1860 Jake?
Jake: Abraham Lincoln.
