Official JAG competency wording: Demonstrate an understanding of the work to be accomplished
Category: Workplace Skills
Source themes: task awareness, job expectations, efficiency
Source: JAG Competencies Descriptions.docx.
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Reviewed OSEU and Wolakota interview connections
H75 — Demonstrate an understanding of the work to be accomplished
Explore H75 · Showing Rather Than Telling - Whitney Rencountre - OSEU #4 · OSEU 4
Reviewed teaching connection (Supporting): The speaker describes roles, balance, and learning through watching adults. This provides an example of how role clarity and modeled behavior support shared work, within the kinship context of OSEU 4.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
Yeah, kinship rules, you know, once again, they were established, they were set up in a way that, you know, really helped our society have a flow in terms of, you know, the balance was there. The balance of everyday life, everyone knew their role, we knew what needed to be done, and we never spent time questioning why those needed to be done. It was just a simple, but great way of life that we lived. And then the come of settlers and Christopher Columbus and, you know, all of this that came, you know, in Custer, all of these experiences have really changed our kinship roles to now adjusting to today's society, where I would say there's a lack of really clearly defined roles for our children to follow. I mean, we talk about role models, we talk about individuals to kind of lead the way, but if we don't have the tools ourselves to really establish a society where we can foster our traditional kinship values and roles that we had, it really makes it difficult. So we almost have to go to that place, we have to challenge ourselves as teachers, as educators, as parents, to really work on ourselves personally, you know, to not live in a way where you have addictions, where you have behaviors, where you're not allowing students to grow. I think so much over time, a long time ago our grandparents and our parents spent time helping students learn tools by watching, but nowadays our role is so, there's such a challenge that our grandmothers, our grandfathers spend more time trying to control the future of our grandchildren. Our parents spend so much time telling the students, telling our kiddos what not to do, rather than showing them what to do, because our students are so in a place where they don't have the basic tools, you know, available to them and they're setting their own lives in their daily, you know, whether it's trauma or whether it's other experiences they may have had. And so if we could get to that place and that point within ourselves, it starts with us as individuals. And so as a teacher, as a person, those are the things that we have to utilize, you know, and develop those tools for ourselves first.
Learn About: How does Whitney Rencountre distinguish showing young people what to do from telling them what not to do?
Learn From: What would a helpful role model show in a task or group situation you choose?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0092; video lWB36dcZVt4; passage containing: everyone knew their role. Teaching interpretation is separate from official wording and the interviewee’s account.
H75 — Demonstrate an understanding of the work to be accomplished
Explore H75 · Learning Crafts from Grandmother - Pearl Kennedy-Colombe - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Observation of materials and steps can help a learner understand work before attempting it. The interview supports discussing attentive observation, not certifying a workplace procedure.
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.
H75 — Demonstrate an understanding of the work to be accomplished
Explore H75 · 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 H75 by inviting students to identify what needs to be understood before beginning work.
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 identify what needs to be understood before beginning work? 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.
H75 — Demonstrate an understanding of the work to be accomplished
Explore H75 · Working Together or our Food - Delores Taken Alive - OSEU 1 · OSEU 1
Reviewed teaching connection (Supporting): Delores Taken Alive describes gardening with her father, family work, finding fruit, and instructions about returning home first. This supports H75 by inviting students to identify what a task requires before beginning.
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.
And there's a lot of things that we do as a family. We have big gardens, and I used to plow the land with my dad. I used to drive the horses and heeling onto the floor. And we do have big gardens, and they taught us how to garden. And even if it's away from maybe a stream or a little creek, or we hold our water to give water to our plants, whatever was planted. And that's how we… We were very busy in the summertime. We also go look for the always say, well, the wild cherries, the wild fruits are ready now… so go see where you can find them. But don't eat them. Come right home first right away when you find them. My father used to say. But we used to, you know… and my brother and I… we always ride bareback, you know… nobody knew what saddles were at that time. And I said, “Hey, look over there.” And we all of course, we speak our language.
Learn About: What details in this passage support the speaker’s account of cooperation and food? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify what a task requires before beginning? 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-0128; https://www.youtube.com/watch?v=uMsfIt7zH-o; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 5: Relationship, Engagement, and Agency: A Learning Story
Reviewed teaching connection: Reviewed connections: H75. 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
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