How can I help my child navigate an EBR course?
1. Help your student locate the Proficiency/Competency scales. These are essential for understanding your grade, assessment scores, and feedback. These scales are located on the d125.org website under Course Descriptions. The "3" level of these scales is considered proficient/competency and consistent achievement is the path to earning an A grade.
2. Encourage your student to fully comprehend the language and requirements of each proficiency/competency scale in a course. A complete and thorough understanding of each competencies is required for success in an EBR course.
3. Help your student develop habits of practicing the proficiencies/competencies of the course. Setting time each day to attempt to build proficiency along with reflection on the state of that proficiency is essential to success in an EBR course. Remind them the goal of an EBR course is for them to develop the ability to construct and grow their own competency.
4. Encourage your student to review the criteria related to each proficiency/competency scale. This criteria is communicated by the teacher and can change depending on the theme or topic of study. Understanding each criteria is important to successfully building competency.
5. Advise your student to track their own levels of competency often as this reflection is crucial to understanding how competency develops. Students in EBR courses are encourage to track their own learning not only to build efficacy, but also to see that building competency in something is a cycle of moments or competency and moments of incompetency until eventually the moments of competency occur far more often than not. Students must learn to accept the natural 'wave' of development and use it to grow.
6. Remind your student that they have time to grow to competency. Competency takes time EBR is structured for this. One score of non-proficient does ruin the grade. While EBR courses will always review the entire body of work first to determine a grade the more recent scores of the body of work can be considered when determining competency.
2. Encourage your student to fully comprehend the language and requirements of each proficiency/competency scale in a course. A complete and thorough understanding of each competencies is required for success in an EBR course.
3. Help your student develop habits of practicing the proficiencies/competencies of the course. Setting time each day to attempt to build proficiency along with reflection on the state of that proficiency is essential to success in an EBR course. Remind them the goal of an EBR course is for them to develop the ability to construct and grow their own competency.
4. Encourage your student to review the criteria related to each proficiency/competency scale. This criteria is communicated by the teacher and can change depending on the theme or topic of study. Understanding each criteria is important to successfully building competency.
5. Advise your student to track their own levels of competency often as this reflection is crucial to understanding how competency develops. Students in EBR courses are encourage to track their own learning not only to build efficacy, but also to see that building competency in something is a cycle of moments or competency and moments of incompetency until eventually the moments of competency occur far more often than not. Students must learn to accept the natural 'wave' of development and use it to grow.
6. Remind your student that they have time to grow to competency. Competency takes time EBR is structured for this. One score of non-proficient does ruin the grade. While EBR courses will always review the entire body of work first to determine a grade the more recent scores of the body of work can be considered when determining competency.
