## Key Ideas > [!abstract] Core Concepts > > - "I don't know" is not acceptable; every student must engage with thinking > - Students can make mistakes, but they cannot refuse to try > - Teachers provide support to help students reach understanding rather than letting them disengage ## Definition **No opt-out** is the practice of ensuring all students engage with thinking rather than allowing them to opt out with responses like "I don't know" or remaining silent. ## Connected To [[Check For Understanding]] | [[Culture of Error]] | [[Cold-Call]] | [[Warm Call]] | [[Turn and Talk]] | [[Scaffolding]] --- ## Why students opt out Students opt out of thinking to avoid embarrassment. If they do not try, they cannot be wrong, but this leads to missed learning opportunities. Some students develop learned helplessness, believing they are not good at a subject, which becomes a self-fulfilling prophecy (Dweck, 2006). Others seek attention by not responding, expecting the teacher to move on. Lack of confidence drives some students to believe others are smarter, leading to reduced participation over time. Avoidance leads to falling behind, which reinforces the belief that they cannot succeed. ## Consequences of allowing opt-outs Accepting "I don't know" as a final answer damages both individuals and the whole class. Individual students miss learning opportunities and develop learned helplessness, the belief that effort does not matter (Dweck, 2006; Seligman, 1972). They fall further behind academically and experience reduced self-efficacy (Bandura, 1997). For the class, accepting opt-outs sets the expectation that participation is optional. Other students may follow the example. Engagement reduces, and mental opt-out becomes normalised (Lemov, 2015). Checking for understanding becomes unreliable because teachers only hear from those who try. ## Responding to "I don't know" When students say "I don't know", teachers can redirect them to productive thinking. Instead of "I don't know", teachers can ask "What do you know?" to build from existing knowledge, "What's your best guess?" to encourage risk-taking, "What does this remind you of?" to make connections, or "What would you try first?" to focus on process. A three-step sequence maintains engagement. First, ask the original question, give adequate wait time, and call on the student. Second, respond to "I don't know" by using one of the alternative responses above and providing scaffolding if needed, without moving to another student yet. Third, return to the original question: "Now, with that in mind, what do you think about my original question?" ## Scaffolding strategies When students struggle, teachers provide support rather than moving on. Break down complex questions: "Let's start with just the first part..." Provide sentence starters: "I think the answer might be ___ because ___". Give hints: "Remember what we said about equivalent fractions..." Offer choices: "Do you think it's A, B, or C?" ## Using other students as resources Teachers can use peer support to help struggling students. In the explain and return technique, the teacher asks a student to listen to another student's explanation, then asks them to repeat it back: "Listen to Sarah's explanation, then I'll ask you to repeat it back." In the phone a friend technique, students choose someone to help them think through the question. The student discusses quietly with their chosen peer, then the teacher returns to the original student for a response. In the multiple voices technique, the teacher gathers several perspectives before returning to the original student: "I'll ask three other people, then come back to you." ## Establishing expectations and tone Teachers establish no opt-out expectations at the start of the year: "In this classroom, we all think together"; "I don't accept 'I don't know' because I know you can think"; "When you say 'I don't know', I'm going to help you figure it out"; "We're going to work together until you do know." The approach frames engagement as a learning opportunity. Teachers remind students that not knowing is acceptable: "It's okay not to know; that's why we're here"; "Let's figure this out together"; "What can we use to help us think about this?"; "I'm not looking for perfect answers, I'm looking for thinking." Teachers normalise the process by modelling persistence: "That's a tricky question, let's break it down"; "Good, you're thinking about it"; "I can see you're working on this"; "Let's use what you do know to help." ## What no opt-out is not No opt-out is not punishment or humiliation. Teachers should not make students feel bad for not knowing. The technique is support, not an accountability trap. No opt-out does not lower standards. Teachers still expect thinking and engagement and do not accept minimal effort. No opt-out is not one-size-fits-all. Teachers adapt the approach to student needs. Some students may need more scaffolding. ## Integration with other strategies No opt-out works with cold-call by making expectations clear when introducing the technique. Teachers use no opt-out as a follow-up when students claim not to know. No opt-out combines with culture of error by emphasising that not knowing is normal. Teachers celebrate the thinking process rather than only correct answers and use wrong answers as learning opportunities. Turn and talk serves as a preventive strategy before cold-call. If a student still opts out after turn and talk, the teacher asks what they discussed. With mini-whiteboards, teachers can instruct students to write a question mark if they do not know. This requires engagement with the question and allows teachers to see who needs support. ## Handling common student responses When a student says "I wasn't listening", the teacher has another student repeat the question, asks the original student to repeat it back, and then asks "Now what do you think?" When a student says "I forgot", teachers can ask "What do you remember?", "What does this remind you of?", or "What did we do yesterday that might help?" Teachers provide scaffolding to help students recall the information. When students show confusion, teachers break the question down into smaller steps, use scaffolding techniques, ask "What part makes sense to you?", and connect to prior knowledge. When students refuse silently, teachers take a gradual approach. First, give the student a moment to think: "I'll give you a moment to think." Then ask "What's one thing you could try?" If needed, use peer support and return with a simpler question. ## Additional techniques When a student shows effort but gives a wrong answer, teachers can validate the attempt: "I can see you're thinking about this"; "That shows good reasoning, let's adjust one thing"; "You're on the right track, what about...?" Teachers can build on what students know. When a student provides a partial answer, acknowledge the correct part and extend: "You said X, which is correct. Now what about Y?"; "Good start. What comes next?"; "That's the first step. What would you do next?" Reduce cognitive load whilst maintaining engagement by offering choices: "Is it more likely to be A or B?"; "Should we add or subtract here?"; "Does this look like a problem we've done before?" ## References Bandura, A. (1997). *Self-efficacy: The exercise of control*. W. H. Freeman. Dweck, C. S. (2006). *Mindset: The new psychology of success*. Random House. Lemov, D. (2015). *Teach like a champion 2.0: 62 techniques that put students on the path to college*. Jossey-Bass. Seligman, M. E. P. (1972). Learned helplessness. *Annual Review of Medicine*, 23(1), 407-412. https://doi.org/10.1146/annurev.me.23.020172.002203