Official JAG competency wording: Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Category: Workplace Skills
Source themes: growth mindset, adaptability, professional development
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · Lakota Economics - Stephanie Charging Eagle - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): The speaker connects work, skills, and education with self-sufficiency that benefits others, and explains continuity of philosophy across change. That supports OSEU 3’s broader cultural-continuity statement; no specific OSEU 3 standard is claimed. Job shadowing is an exploratory application, not a topic she explicitly teaches.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
And economics, you know…when people talk about…some of them get a little carried away…and they say, “Well, we can’t be Lakotas because we don’t live in tipis or have buffaloes anymore.” And I’m like, “That’s not the concept.” The concept is that, economically, we had the buffalo. And that buffalo…we honored the spirit of the buffalo. We took care of it. We only took what we needed, just like the land. But now, we don’t have the buffalo, but we still have economics. So today, the buffalo no longer exists as our economy…or the main state of our economy. So what is? For many of us, it’s working. To be able to work, you have to acquire skills, education…whatever it takes for that. And so, now the concept of economics…self-sufficiency of every individual so they can help their family…their tiospaye…is still brought forward. The concept is still very much there. We are self-sufficient. But we make ourselves self-sufficient so that we can still help each other. And that is the concept of how you bring forward the concepts, the philosophy, to an ever-changing, dynamic society.
Learn About: How does Stephanie Charging Eagle connect acquiring skills with helping family and the wider community?
Learn From: Which skill would you like to learn, and how could that learning become useful to someone else?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0194; video H0Ijmb71ieY; passage containing: To be able to work, you have to acquire skills, education. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · The Solutions Are at Home - Jesse Taken Alive - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): The speaker describes adapting to changes while retaining community knowledge and seeking the good of all. This supports a contextual discussion of change and constructive responses, without equating resilience with compulsory positivity.
Updated for Proposed August 9, 2024: The passage supports identity and strength through adaptation and community knowledge; it does not explicitly examine the two-worlds continuum required by revised 2.3. Original JAG–interview approval retained.
Of course, I always say this…we’ve always had to know how. We always lack the resources…whether it’s housing… schools…resources to hire teachers…we’ve always had to know how. It’s just a lack of resources that are challenging out there for us. And I say this in a respectful way to our friends out there in Washington D.C….while they talk about and provide the assessments…and say we need to study the situation more…a lot of times it’s common sense. They don’t have the solutions. The solutions are at home. The solutions are in our communities. And we’re at the juncture right now where we are saying it is ok to question the need for us to continue to study. And I respect that in itself…to be studied…or to study a situation. But the focus we have right now is to look at solution-oriented issues, discussions, circles if you will. Let’s do those types of things. The practical way of doing things…practice-based if you will…of doing things. And they’ve been with us for centuries. And now to see us change with the times…and we’ve been able to do that as Lakota. You look at history itself…they described us as “nomadic.” Our minds were nomadic…to understand how we can live…and not only survive…but live in the challenging climates we have here in the Northern Plains. So, through that, we have a little teaching…real simple…we say “The only work that’s there, is we pray that these changes we are dealing with right now, are going to be good for the all.” That’s the only work. And the prayer part is the work…and whatever we’re changing to…let it be for the good of all.
Learn About: What distinction does Jesse Taken Alive make between lacking knowledge and lacking resources?
Learn From: When a task becomes difficult, what existing knowledge or support could help you respond?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0136; video U3MWOWmXtYs; passage containing: we’ve been able to do that as Lakota.. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · Learning Crafts from Grandmother - Pearl Kennedy-Colombe - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): The account shows interest leading to observation and additional learning. Students can plan how to take initiative when improving a skill or learning a responsibility.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
So just watching her I learned how to do that.
Learn About: What does Kennedy-Colombe describe learning by watching her grandmother?
Learn From: What would you observe, practice, and ask about when learning a new skill?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0048 · video ID yJMJMzNSX9o · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · Relatives Teaching - Jace DeCory - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): DeCory describes continuing to learn while recognizing that no one knows everything. Students can name a skill they want to improve and a person or source they could learn from.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
Even him in his humility…and knowing that you can’t know everything…but you should continue to strive to know those things. Don’t ever give up.
Learn About: What does DeCory say about humility and continuing to learn?
Learn From: How could recognizing a gap in knowledge support a practical next step?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0190 · video ID ppq7tfAgB2s · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · What is Your Chapter Going to Say - Duane Hollow Horn Bear - Storytelling · OSEU 5
Reviewed teaching connection (Supporting): Hollow Horn Bear describes learning step by step and his grandmother asking him to understand how the curtains were assembled before taking them down. This supports H74 by inviting students to practice a skill progressively.
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.
To encourage. My relatives. Into homeland. After Homeland and even those that perhaps are incarcerated because of the lack of knowledge of their own history. History. That's the starting point. That's the starting point is to go back to the basics first and realize why I was born in this culture? Who am I? Begin with knowing your history first and taking it step by step by step. Learning. I believe you don't want to try to grab everything all at once and say, okay, I got it down. No, you got to begin to live it. You gotta start to practice it. Knowing your history. From the beginning. Where did Native people come from? The creation story. The creation story. The social system. The spiritual system. Slowly take these a little bit at a time. I think that's a starting point.
Learn About: What details in this passage support the speaker’s account of reflective learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you practice a skill progressively? 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-0002; https://www.youtube.com/watch?v=nZzQwShp20A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · Oral Tradition- Victor Douville - OSEU #5 · OSEU 5
Reviewed teaching connection (Supporting): Victor Douville describes revising his approach to balance oral tradition and written learning and attending to language meanings. This supports H74 by inviting students to remain open to further learning.
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.
Oral tradition is one of the things I grew up with. My intention was to learn as much oral tradition as I could. And I found that also once I learned about that, then I'll go to the next step, which is to look at the other side, which is the written side, which is reading books to be able to balance those. The first mistake I made was to rely on written sources. When I was going to school, I read when I came to teach at the university in 1970. And by 1980, I began to realize that I'm going about it the wrong way. I should be able to set the oral source as the foremost. I've been doing the other one, written sources. I couldn't find any written sources back then, so I switched the other way and found that oral sources also lead to interpreting words, semantics and etymology, which is looking at the root words. And there you can find the true meaning of it.
Learn About: What details in this passage support the speaker’s account of oral and written knowledge? What would you need to hear in the full interview before interpreting it?
Learn From: How could you remain open to further learning? 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-0028; https://www.youtube.com/watch?v=Vuk8Lzojaj0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · Heroes & Technology with Donald Montileaux pt 2 - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): Donald Montileaux describes computers, the internet, websites, and virtual exploration as opportunities for learning beyond games. This supports H74 by inviting students to use tools to pursue further learning.
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.
There's opportunities that exist now that we never had when I was young, you know, like I'm 67 years old. But I think, like, the internet, you know, and, like, the computers, and there's, you don't have to be stagnant, you don't have to be isolated, because with those tools that you have, you can be worldwide. I mean, I got a website that's worldwide, you know, and I didn't. It's not because I did it, it's because the technology that's available out there did it. You know, so use it, utilize it, you know, you can go to your schools and get on it, you know. Don't just play the games, don't sit there and play games, challenge yourself to do something on it, you know, look at things. I travel the world, because I have MapQuest. I went to Rome last night, I was in Rome, you know, I've been on the street, because the technology's there to do it.
Learn About: What details in this passage support the speaker’s account of technology for learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you use tools to pursue further learning? 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-0033; https://www.youtube.com/watch?v=rYcZ1e-QY7Q; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · 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 H74 by inviting students to value continued learning.
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 value continued learning? 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.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · Why Isn’t This Taught? - Whitney Rencountre - OSEU #5 · OSEU 1
Reviewed teaching connection (Supporting): Whitney Rencountre recalls learning more history in college and his family’s relocation following flooding by the Big Bend Dam. This supports H74 by inviting students to seek further learning beyond an initial account.
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.
Growing up on the reservation on Crow Creek, you know, I didn't learn a lot about the history of our ancestors. I didn't learn a lot of what took place of this, you know, the information that's in this curriculum that you're talking about. In fact, I didn't learn about that until I went to college. I mean, I learned, I learned the basic information from my grandparents and you can see and you can tell how our lives used to be long ago. You know, we used to live, you know, in Fort Thompson, we used to live by the river. You know, we used to use so much of that, but then when the Big Bend Dam came, it flooded us and so we had to move up to another place.
Learn About: What details in this passage support the speaker’s account of history and relocation? What would you need to hear in the full interview before interpreting it?
Learn From: How could you seek further learning beyond an initial account? 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-0094; https://www.youtube.com/watch?v=N5eYs5lE5TQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports H74 by inviting students to identify areas where educators need further learning.
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 whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.
Learn About: What details in this passage support the speaker’s account of education and language? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify areas where educators need further learning? 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-0095; https://www.youtube.com/watch?v=Vdf2sVz4Uew; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · The Gifts of Language and Heritage - Kevin Locke - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Kevin Locke describes being a second-language learner and questioning the assumption that people can learn only one language. This supports H74 by inviting students to remain open to learning a new language.
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.
You know one of which of course is this Lakota language revitalization. That takes a lot of resiliency too. A lot of times people feel linguistically challenged. For instance, if you speak two languages it’s bilingual, but if you speak three what is that called? How about more than three? How about one? That’s American, right? We have that fossilized in our mind that we can only use one language. But the rest of the world isn’t like that. The rest of the world is very adaptable and can use many languages with facility. I like Lakota because I can use it. It’s great. I’m a second language learner. I’m not a native speaker of Lakota. I always thought I was all alone. And I think I was for many years. But now I can see that there is this movement. And to me, I’m relatively detached from whether Lakota language becomes fully revitalized. I think it would be nice.
Learn About: What details in this passage support the speaker’s account of language learning and resilience? What would you need to hear in the full interview before interpreting it?
Learn From: How could you remain open to learning a new language? 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-0097; https://www.youtube.com/watch?v=_Yr326dWw0E; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports H74 by inviting students to take up an opportunity for continued learning.
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.
At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.
Learn About: What details in this passage support the speaker’s account of community learning resources? What would you need to hear in the full interview before interpreting it?
Learn From: How could you take up an opportunity for continued learning? 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-0102; https://www.youtube.com/watch?v=dcnT_9oP-zE; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · Without Grandma & Grandpa - April Fallis - OSEU 2 · OSEU 4
Reviewed teaching connection (Supporting): April Fallis reflects on limited time with grandparents and the language and cultural learning she wished she had received. This supports H74 by inviting students to identify knowledge one wishes to learn.
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 didn’t have grandma and grandpa on both sides. We didn’t have that. So they weren’t around us. So I envy those that have their grandparents, in a good way. And had that upbringing…the teaching of the language and the ways, our ways. And so, when I hear somebody talking like that, I’m like “Oh my gosh.” I still go back and think, “I wish I had my grandma and grandpa.” The last thing I remember with my grandma on my dad’s side was she had real long hair and she let me comb her hair up. She’d always keep it in a braid and wrap it around here. She wore the grandma dresses and she had the apron on. I got to spend the night with her one evening and she let me brush her hair. That’s the only thing I can hold on to as far as my grandparents go. And my grandpa, I remember…we lived by the river before it flooded…and I could see him chopping wood…he was always chopping wood.
Learn About: What details in this passage support the speaker’s account of grandparents and learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify knowledge one wishes to learn? 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-0116; https://www.youtube.com/watch?v=5AnqXri2VkM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · 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 H74 by inviting students to recognize the need to learn from knowledgeable people.
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 recognize the need to learn from knowledgeable people? 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.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · Story of Audrey - Delores Taken Alive - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Delores Taken Alive recalls Audrey’s focus on reading, understanding instructions, and students’ subsequent education and work. This supports H74 by inviting students to value continued development of a foundational skill.
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.
First 2 min and 40 sec all in Lakota. I had a friend named Audrey. She was from across the ocean…a place called…a country called England. And she came to America to teach. Her and her husband came to Standing Rock and they taught. She was very, very interested in teaching our children how to read. She found out that that’s where the importance lies. Once you read and understand, you will understand any subject area because you will understand the instructions. She concentrated really hard on reading. She really got a lot of students to read. Some of the students now are in college or out of college. They have good jobs. That’s where that training began. She used to come to us…she lived in Fort Yates, North Dakota…and she used to come and visit us at our home in Little Eagle, South Dakota. She always brings us oranges and coffee. She always brings those too. We sit down and share stories.
Learn About: What details in this passage support the speaker’s account of reading and lifelong opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you value continued development of a foundational skill? 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-0123; https://www.youtube.com/watch?v=2ms_UZpCAyQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 11: Cultivating a Growth Mindset
Reviewed teaching connection: Reviewed connections: H74. Also supported by H74 competency. Invite a first attempt, supportive feedback, and a revision; notice effort and developing strategies.
Human Shaped Learning with Front Matter.docx · Ch. 11, actual manuscript pp. 85–91; Why Growth Mindset Matters
Chapter 5: Relationship, Engagement, and Agency: A Learning Story
Suggested teaching connection: Suggested teaching connection for participation, based on H74 competency. Give students a meaningful role in a shared task and let them make decisions about how to contribute.
Human Shaped Learning with Front Matter.docx · Ch. 5, actual manuscript pp. 42–48; Agency Emerges from Trust
Chapter 8: The Teacher's Role as a Learner
Suggested teaching connection: Suggested teaching connection for teacher learning, based on H74 competency. Model a question you are still exploring and invite student feedback on the learning process.
Human Shaped Learning with Front Matter.docx · Ch. 8, actual manuscript pp. 64–70; chapter opening and conceptual discussion
Plan with these recommendations and select more HSL chapters.