The Critical Concepts
Research indicates that most standards documents articulate far more content than can be taught in the time available to K–12 teachers. In response, analysts at Marzano Research sought to identify, as objectively as possible, a focused set of critical concepts for each K–12 grade level in the content areas of English language arts (ELA), mathematics, and science.
Our process for identifying and articulating critical concepts involved eight phases, which are described in the report The Critical Concepts (Final Version: English Language Arts, Mathematics, and Science). The descriptions of phases 1 through 5 explain how we identified measurement topics in the areas of ELA, mathematics, and science (these measurement topics are listed in appendices A, B, and C of the report). The descriptions of phases 6, 7, and 8 explain how we created proficiency scales, or learning progressions, for each of the measurement topics. This report also articulates guidelines that purchasers of the Critical Concepts proficiency scales can use to validate and customize the scales for their local standards and students.
This is the final version of this report as it pertains to Marzano Research’s Critical Concepts work in ELA, math, and science (replacing draft versions 1.0 and 2.0 published in August 2015 and January 2016, respectively). Future work and reports will address Critical Concepts work in at least two additional areas: social studies and cognitive skills.
by Dr. Jon on Oct 8, 2016
Strategies are practical and easy to use Research is up-to-date and informative Ideas and theories are clearly explained
Critical Concepts provides school leaders lists of the priorities for instruction in Science, Mathematics, and English Language Arts based on work done by Marzano Research. It can serve as a guide for school leaders who are implementing competency based education.