Blog
Knowing Is Half the Battle!
The official blog of Erik M. Francis for Maverik Education
Explore articles on Depth of Knowledge (DOK), Webb's DOK Levels, classroom questioning, inquiry-based learning, and professional learning for K–12 educators — written by Erik M. Francis, one of the foremost authorities on DOK and instructional rigor in education today.
17 posts
README
Let's Make a DOK 4!
DOK 4 teaching and learning experiences resemble TV business competitions. Students develop personal expertise they can transfer and use innovatively, inventively, or in their own unique way.
Let's Make a DOK 3! (Part 2)
Part Two examines how DOK 3 teaching and learning experiences resemble panel discussions and debates, engaging students in argumentation with complex reasoning and evidence.
Let's Make a DOK 3! (Part 1)
The complexity of a DOK 3 experience resembles reality TV skills challenges. Learn how students think like experts to justify, verify, conclude, consider, and critique with evidence.
Let's Make a DOK 2!
The goal of a DOK 2 teaching and learning experience is for students to explain or express the answer. Learn how DIY shows and documentaries model this level of learning.
Let's Make a DOK 1!
The goal of a DOK 1 teaching and learning experience is for students to attain the answer. Learn how quiz shows like Jeopardy! model this level of learning.
DOK and SBG: Levels of Four Are Not Equivalent to Scales of Four
There's been talk about using Webb's DOK Levels with standards-based grading. It's a natural fit since both use four levels — but it doesn't work. Here's why.
Our Students Understand THE TEST More Than We Realize
Last week I received my daughter's state assessment results — and it validated what I have theorized for years. Our students understand that THE TEST is not really about them. Here is what we need to do about it.
Activity vs. Inquiry - Which Truly Promotes Cognitive Rigor?
One of the most helpful tools we educators can use to determine the cognitive rigor of learning experiences is the Cognitive Rigor Matrix. But what truly defines and drives cognitive rigor — the activity or the inquiry?