Official JAG competency wording: Communicate verbally
Category: Basic Competencies
Source themes: speaking skills, professional dialogue, articulation
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
D24 — Communicate verbally
Explore D24 · Getting an Education - Pearl Kennedy-Colombe - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Pearl Kennedy-Colombe describes learning to speak before others through school experiences. This gives a lived example of developing communication in education, within OSEU 7’s emphasis on educational development.
Updated for Proposed August 9, 2024: School experience supports OSEU 7’s education context; the excerpt does not establish the community social-change action required by 7.2. Original JAG–interview approval retained.
Well, when I started school, they put me up at Stephane. So I attended school there till I was a freshman. One year, I went to St. Joe's and I graduated from their eighth grade. And they make a big deal about that eighth grade graduation. You know, you really felt like you accomplished something. And then after that, I went to Flandreau. I went one year to Chamberlain and I talked about racism, you know, like that. I never felt it. But one girl told me one thing that my parents told me not to go hang around, you know, the Indian. But she said, they're not here. They're not with us in school. So she would talk to me. So, but I learned in school just like, I mean, they were in school learning just like the other schools that I've been, you know, everybody was learning something. But I learned how to talk to people by being in a white school, because they would make us get up in the front and, you know, talk. And so I kind of got ahead on the, I kind of got ahead by doing that, learning how to get up and talk in front of people. And then I went to Flandreau and I finished my graduate. My dad always told me to get an education, you know, learn.
Learn About: Which school experience does Pearl Kennedy-Colombe say helped her learn to speak in front of people?
Learn From: What kind of practice or support would help you speak about something you care about?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0051; video 082gmU3rKps; passage containing: learning how to get up and talk in front of people.. Teaching interpretation is separate from official wording and the interviewee’s account.
D24 — Communicate verbally
Explore D24 · Oral History & Ledger Art - Donald Montileaux - OSEU 5 · OSEU 5
Reviewed teaching connection (Supporting): Montileaux describes telling the story carried by his art. Students can examine how spoken explanation gives an audience access to meaning that an image alone may not convey.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
And so oral history is very big for me, I mean, oral history is storytelling, and every time I show my piece of artwork, I have oral history, because all my drawings represent Lakota way of life,
Learn About: How does Montileaux connect an image with an oral account?
Learn From: How could you explain a visual product so an audience understands its intended meaning?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0035 · video ID 408QfQkyXhA · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
D24 — Communicate verbally
Explore D24 · Being a Vessel for Sharing - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes lifelong learning and sharing good knowledge as a responsibility to people. This supports D24 by inviting students to consider how to share knowledge orally.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've lived a long life and I've learned so much, experienced so much, but you know the bottom line is I still go back to the ancestors, to people who have that wisdom, that knowledge. And one of the things that, one of the teachings that has, that I learned and that was constantly reiterated was that this knowledge, this wisdom is not yours. You are only the vessel, the vehicle to share with others who also have that right. And so as I, at this point in my life, I have come to that realization that that's where I need to be, to share, to share the good and the positive. But to the people who it belongs to, but and to the people who will use it in that way.
Learn About: What details in this passage support the speaker’s account of sharing knowledge? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider how to share knowledge orally? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0074; https://www.youtube.com/watch?v=2gLBvBHyXcU; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
D24 — Communicate verbally
Explore D24 · Lakota Language Study in South Dakota - Lowell Amiotte - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Lowell Amiotte recalls bilingual education work and asking a national office to include Native language programs. This supports D24 by inviting students to plan a clear spoken request.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
My parents spoke Lakota. They always used it around each other when they didn’t want us kids to know what they were talking about. My mother went to the Holy Rosary Mission which is now Red Cloud. She got the idea that you can’t make anything of yourself in this country unless you know English. So, they thought, our kids are going to know English…and we are not going to be so worried about them learning Lakota. However, down at Rocky Ford, a lot of people would come and visit our grandparents…and we had spent our summers there. And they would speak in Lakota to each other. And all of us kids would sit there and be like “What’s going on?” We saw it was important to them, very important. So, I’m kind of proud of this fact…when I was working at Black Hills State…in the Center of Indian Studies there…we wrote the first grant to bring bilingual into South Dakota…the bilingual programs.
Learn About: What details in this passage support the speaker’s account of language advocacy? What would you need to hear in the full interview before interpreting it?
Learn From: How could you plan a clear spoken request? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0076; https://www.youtube.com/watch?v=_o6nYJbuqxc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
D24 — Communicate verbally
Explore D24 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4
Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports D24 by inviting students to share a story orally with an audience.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?
Learn About: What details in this passage support the speaker’s account of community of learners? What would you need to hear in the full interview before interpreting it?
Learn From: How could you share a story orally with an audience? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0105; https://www.youtube.com/watch?v=sf9IP-srFl0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
D24 — Communicate verbally
Explore D24 · Parents, Grandparents & Education - Delores Taken Alive - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Delores Taken Alive recalls school experiences and her grandfather asking what she learned and how she got along. This supports D24 by inviting students to explain learning to another person.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
My name is Delores Taken Alive. I grew up southwest of Little Eagle way out in a country home. I grew up with my parents, Wallace Halper and Julia Halper, and my grandparents are Amos Dog Eagle and Margaret Dog Eagle, whom I have learned so much from. That’s how I grew up. I ride the bus to Little Eagle Day School which is twelve miles from our home to the school. So I ride the bus every day with my brother. When I had finished eight years at Little Eagle School, then I went to a high school at Wakpala and I stayed in a dormitory called St. Elizabeth’s Mission…and where just the church still stands. And that’s where I…I was there for four years…and in the summertime I am home with my parents.
Learn About: What details in this passage support the speaker’s account of learning across generations? What would you need to hear in the full interview before interpreting it?
Learn From: How could you explain learning to another person? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0129; https://www.youtube.com/watch?v=jZbognEfvvI; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 13: Fostering Collaboration and Community in the Classroom
Reviewed teaching connection: Reviewed connections: D24. Use a shared task with meaningful roles, turn-taking, paraphrasing, and feedback.
Human Shaped Learning with Front Matter.docx · Ch. 13, actual manuscript pp. 99–105; Practical Strategies for Collaboration
Chapter 4: Learning Happens in Relationship
Suggested teaching connection: Suggested teaching connection for dialogue, based on D24 competency. Use a shared problem, invite students to explain ideas to one another, and make time for respectful dialogue.
Human Shaped Learning with Front Matter.docx · Chapter 4: Learning Happens in Relationship
Plan with these recommendations and select more HSL chapters.