Official JAG competency wording: Deliver presentations to a group
Category: Leadership & Self-Development
Source themes: public speaking, communication, confidence
Source: JAG Competencies Descriptions.docx.
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Reviewed OSEU and Wolakota interview connections
E28 — Deliver presentations to a group
Explore E28 · 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.
E28 — Deliver presentations to a group
Explore E28 · Oral History & Ledger Art - Donald Montileaux - OSEU 5 · OSEU 5
Reviewed teaching connection (Supporting): His practice of presenting artwork with its story supports planning a presentation around a visual and a clear explanation. Students should use their own work rather than reproduce culturally specific symbols.
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.
E28 — Deliver presentations to a group
Explore E28 · 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 E28 by inviting students to plan an audience-centered presentation of knowledge.
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 plan an audience-centered presentation of knowledge? 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.
E28 — Deliver presentations to a group
Explore E28 · Teaching Today’s Students - Delores Taken Alive - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Delores Taken Alive describes inviting knowledgeable Elders into classrooms and urging knowledge to be shared with younger generations. This supports E28 by inviting students to consider sharing knowledge with a group.
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 talk a lot to not only the language, but I talk a lot to my students about our way of life. In order to do that, you need to be knowledgeable or you can call in an elder and talk to the class…bring them in and ask them questions about what they know. A lot of our elders speak English now. Most of the elders are really knowledgeable about our way of life. And that needs to be shared. I’ll say to the elders…when we have an elder meeting, “We need to share now. Don’t hang on to your knowledge and leave us with your knowledge,” I said. “When that happens, it’s really going to hurt our younger generations that are coming up. Now is the time to share.”
Learn About: What details in this passage support the speaker’s account of learning with elders? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider sharing knowledge with a group? 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-0119; https://www.youtube.com/watch?v=enwBuBHysMs; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 12: Using Storytelling as a Tool for Learning
Reviewed teaching connection: Reviewed connections: E28. Use a story to explore the learning goal, then invite a written, visual, or spoken response.
Human Shaped Learning with Front Matter.docx · Ch. 12, actual manuscript pp. 92–98; chapter opening and conceptual discussion
Chapter 13: Fostering Collaboration and Community in the Classroom
Suggested teaching connection: Suggested teaching connection for collaboration, based on E28 competency. 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
Plan with these recommendations and select more HSL chapters.