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DOK Levels are not sequential

DOK levels are also not developmental

Regardless of how you define "rigor," the important thing is that students are thinking deeply on a daily basis. Webb's Depth of Knowledge gives you a framework and common language to make that happen in your classroom.

we “find” evidence to support the decision we have already made anyway, and apply less rigorous judgment when our preconceptions are apparently confirmed.

NEW forms of media have always caused moral panics: the printing press, newspapers, paperbacks and television were all once denounced as threats to their consumers’ brainpower and moral fiber.

Experience does not revamp the basic information-processing capacities of the brain. Speed-reading programs have long claimed to do just that, but the verdict was rendered by Woody Allen after he read “War and Peace” in one sitting: “It was about Russia.” Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the familiar sight of an S.U.V. undulating between lanes as the driver cuts deals on his cellphone.

And to encourage intellectual depth, don’t rail at PowerPoint or Google. It’s not as if habits of deep reflection, thorough research and rigorous reasoning ever came naturally to people. They must be acquired in special institutions, which we call universities, and maintained with constant upkeep, which we call analysis, criticism and debate.

Think: more rigorous, more relevant, more fun.

Rigor relates to the extent to which students must transform knowledge (i.e., cognitive demand) in order to display proficiency