Depth of knowledge is a common measure of rigor used extensively at the state level to align assessments with state content standards. However, the use of depth of knowledge at the classroom level is just beginning. In this article, we establish a link between depth of knowledge and the questioning strategies teachers should consider employing during lessons. The result is a systematic strategy for employing peer shares and group based activities based on the depth-of-knowledge level of the questions. Should use the strategies presented in this article to develop lesson plans that provide enhanced opportunities for students to engage in critical thinking. (Contains 2 tables and 1 footnote.)