Official JAG competency wording: Demonstrate the ability to learn from past experiences
Category: Workplace Skills
Source themes: reflection, personal development, adaptability
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · It’s Up to You - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis describes drawing on a foundation and remembered teachings when meeting obstacles after treatment. This supports reflection on choices and sources of support. Students need not discuss treatment, trauma, or private family experiences.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
When I left treatment, they told us, all of us that were there, you know that it's up to you what you're going to do. This is your foundation. So, whatever you take with you and however you use it, that's how you're going to walk. And even though there was so many struggles and obstacles that got in my way… that tried to get in my way, I always go back there. Or I think of mom and her teachings, and know it's going to get better… and it always gets better.
Learn About: What does April Fallis describe returning to when she encounters an obstacle?
Learn From: What learning or resource could a fictional person return to when deciding on a next step?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0115; video Z0O0_jvIbK8; passage containing: I always go back there. Or I think of mom and her teachings. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · Our Four Values - Victor Douville - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Persistence provides a lens for reflecting on previous attempts. Students can identify what to retain or change after a setback; the passage does not prescribe a workplace improvement procedure.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
You have fortitude to stand up to a lot of problems we have and not back off.
Learn About: How does Douville connect fortitude with responding to problems?
Learn From: What would persistence guided by a value look like in a chosen learning challenge?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0021 · video ID vo87MSHQpNQ · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4
Reviewed teaching connection (Supporting): The account treats a mistake as an occasion to learn again. Students can describe what they would change on a second attempt and what support would help.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
They didn't get after us or he wasn't angry at us for making that mistake but he'll tell us again or he'll show us again
Learn About: How does Taken Alive describe her parents responding to mistakes?
Learn From: How could someone give useful feedback without shaming a learner?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0125 · video ID 4ra9Uvw3uG0 · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · The Importance of Stories - Duane Hollow Horn Bear - OSEU 5 · OSEU 5
Reviewed teaching connection (Supporting): He describes listening repeatedly before recognizing meaning in a story. Students can explore how an experience may yield new learning when revisited.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
But we make decisions in our lives, and we have to be responsible for those decisions. So hear the stories, be open to them.
Learn About: What does Hollow Horn Bear connect with openness to stories and responsibility?
Learn From: How could a story inform a choice while leaving responsibility with the decision-maker?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0189 · video ID j_KeSBj28Oo · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · 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 H79 by inviting students to use remembered guidance to improve a new attempt.
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 use remembered guidance to improve a new attempt? 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.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · The Cost of Gambling and Alcohol with Duane Hollow Horn Bear – Storytelling · OSEU 5
Reviewed teaching connection (Supporting): Hollow Horn Bear describes sadness, loneliness, anger, coping, and listeners finding personal meaning in stories. This supports H79 by inviting students to reflect on what a story can teach about past choices.
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.
Let's talk about our history, something in our history that we all need to know. Sometimes we are afraid of our history. We don't want to know it. I've come across this time and time again with young people who are afraid of history. Maybe the truth, from our perspective, these stories tell us something about what life has done to us and how we react to it, as all people do with any situation. The process of making decisions, emotions, we all have emotions that we all have to deal with every day. From the moment you wake up feeling sad, lonely, maybe angry, puzzled, or maybe happy, joyful. Throughout our day, these emotions, we deal with them all day long and into our dreams. Life is emotions we have to cope with, coping with life. We need stories such as these to learn from, to guide us. So I'd like to share a couple of stories with you today.
Learn About: What details in this passage support the speaker’s account of emotions and choices? What would you need to hear in the full interview before interpreting it?
Learn From: How could you reflect on what a story can teach about past choices? 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-0010; https://www.youtube.com/watch?v=6RK3z2jzH34; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · A Proper Grieving - Duane Hollow Horn Bear – Storytelling · OSEU 2
Reviewed teaching connection (Supporting): Hollow Horn Bear describes students responding to cultural losses and finding hope through discovering and using their gifts. This supports H79 by inviting students to reflect on how history shapes present experiences.
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.
Stories such as this touch my people in many, many different ways. I have been teaching for 25 years. I had young students come to me and ask me, Mr. Hollow Horn Bear, what you are sharing with us, is this the truth? I said, yes it is. Mr. Hollow Horn Bear, I'm angry. I can't take this. I can't just sit here and listen to this. I'm going to drop this class. Maybe I'll come back next semester. It has happened. Students come back one semester, maybe the next semester, maybe three times. I tell my people, my students, all of us, all of us, native and non-native, we must all process through a grieving cycle, a proper grieving cycle, to look back in our history and identify those very significant losses. Culture, traditions, children, spirituality, language, and the big one, land. And we must begin to process these in a proper way. the proper way, we find hope within ourselves.
Learn About: What details in this passage support the speaker’s account of identity and hope? What would you need to hear in the full interview before interpreting it?
Learn From: How could you reflect on how history shapes present experiences? 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-0011; https://www.youtube.com/watch?v=-YoOCPeDTFk; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · 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 H79 by inviting students to learn from a previously limited approach.
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 learn from a previously limited approach? 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.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Donald Montileaux describes wanting to be an art teacher, learning from Oscar Howe and Herman Red Oak, and returning to communities for workshops. This supports H79 by inviting students to reflect on what mentors contributed.
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.
When I left the reservation, it was probably like in the 50s, you know, like 52, 53, 1952, 1953. When you're young, you never see anything. I never knew we were really poor. You know, I just thought, well, we don't have any bread today. You know, no big deal. But I guess we were. You know, as I look back, I know that we were poor and we had a hard time living and stuff like that. But with my education and when I came back, I wanted to be a teacher. I always wanted to be an art teacher. And I always had this one guy that I really admired. His name was Oscar Howe. He was my hero. He was an art teacher at the University of South Dakota, professor. He had a family, which was really cool. I wanted to have a family. He lived in a real fine house. And he also was an artist. And that was my main thing. And Oscar, he portrayed everything I wanted to be. So he was my hero.
Learn About: What details in this passage support the speaker’s account of career role models? What would you need to hear in the full interview before interpreting it?
Learn From: How could you reflect on what mentors contributed? 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-0034; https://www.youtube.com/watch?v=MvCawhY_FT0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · Cousins and Relatives - Donald Montileaux - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Donald Montileaux recalls learning horseback riding from relatives and different expectations about using saddles. This supports H79 by inviting students to reflect on lessons learned from relatives.
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 have real close relationships with my cousins, my first cousins, my mom's sister. My mom was Clara, her sister was Hope, and she had others too. But her and Hope were just real tight. And that made me real tight with their kids too. Like, Hope's children are my brothers and sisters. I mean, they're just, I'm one of the family, you know, I'm uncle to their kids, you know, and stuff like that. But there's always something about brothers and sisters too, because brothers and sisters, they stay together 24 hours a day. Like me, even though I was close, I still went home to bed, you know, so I did. And they'd wake up, but I'd be in bed with them because my folks went to school early, I mean, went to work early. But I have real close ties with a lot of my relations out on the reservation, because I'm also a cowboy. And we learned how to ride horseback and saddle up and all that stuff.
Learn About: What details in this passage support the speaker’s account of learning from relatives? What would you need to hear in the full interview before interpreting it?
Learn From: How could you reflect on lessons learned from relatives? 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-0036; https://www.youtube.com/watch?v=m62ReWRGetU; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · The Story of the Girl and the Wolf - Pearl Kennedy-Colombe - OSEU #5 · OSEU 5
Reviewed teaching connection (Supporting): Pearl Kennedy Colombe tells of a girl who forgets a promise to a helpful wolf, apologizes, and resumes bringing food. This supports H79 by inviting students to learn from a forgotten commitment.
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.
Another story they tell, it happened over across the river. This girl was going to school at Stephane and she was sickly. She had TB and she ran away. She didn't like it, the nuns were kind of mean to her because of her being sickly, you know. So she ran away. And at that time, there were still a few wolves around. And she made it into that creek by the river, she made it there. And it was getting dark and it was like an autumn time of the year, cold. And she was really feeling bad and here this wolf came up. And he told her, and they talk native, you know, Dakota. And he told her, I'll help you. If I help you, what would you do for me? So she told him, I'll bring you meat every day. I'll bring you something to eat. And leave it, you know, a certain place. And here, that went on for, you know, about a year. And here, she was still getting, you know, sick. So here one day she forgot.
Learn About: What details in this passage support the speaker’s account of promises and responsibility? What would you need to hear in the full interview before interpreting it?
Learn From: How could you learn from a forgotten commitment? 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-0044; https://www.youtube.com/watch?v=yZcG9bCrRiU; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · Modern Conveniences - Irene Eagle Thunder-Skunk - OSEU 7 · OSEU 2
Reviewed teaching connection (Supporting): Irene Eagle Thunder Skunk compares remembered everyday life with newer transportation, payment, and household conveniences. This supports H79 by inviting students to compare remembered experience with present practices.
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.
But when we were, you know, when we were kids, now people, I've been saying that when my kids come back from college, I was telling them, my grandkids, I said, now when people want to go someplace, they have a brand new car and they have cash cards and everything, they jump in there and they go wherever they want to go. Back in the days, we have to travel from our nation to Lord Blue. In the wintertime, in that wagon, our mom and dad and grandma and grandpa and us kids, and I said, we didn't, back in the days, there was no, everything was home cooked at home. We had cows and chickens and like that, you know, so we have our own milk and stuff. And our mom, my grandma, bakes bread and then we always have oatmeal and cornmeal, no such a thing as eggs or toast. We didn't have a refrigerator, we didn't have any lights, but we used the lantern.
Learn About: What details in this passage support the speaker’s account of change across generations? What would you need to hear in the full interview before interpreting it?
Learn From: How could you compare remembered experience with present practices? 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-0053; https://www.youtube.com/watch?v=B4wA1bhyvcA; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · Loss of Identity, Values & Language - David Bald Eagle - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): David Bald Eagle recalls welcoming travelers with water and meals and compares generosity with later conflict and prejudice. This supports H79 by inviting students to reflect on change through the speaker’s memories.
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.
Before World War Two, everybody got along real good. We had white people here traveling from village…from our Indian villages…to activities maybe in Rapid City…or way over there they go by wagon trains. And they could stop any place along the way at a ranch or something to water their horses and things like this. And they were always there to welcome them…give them dinner or something…just like we did here. ‘Have dinner with us.” Some of them knew my dad. They’d say, “C’mon Taylor, put your horses away. We’ll feed them. Don’t worry about that. We’ll feed them. Have coffee or something.” And we’d stop there and we’d have lunch with them. Sometimes before we’d leave there, they gave us watermelons or something to take along as lunch. We are on our way. Today, it’s not that way. Any place you go, if you get what you want, you pay for it. Sometimes you pay dearly for it.
Learn About: What details in this passage support the speaker’s account of hospitality and values? What would you need to hear in the full interview before interpreting it?
Learn From: How could you reflect on change through the speaker’s memories? 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-0059; https://www.youtube.com/watch?v=ETOjZKS3n4A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · 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 H79 by inviting students to reconsider past experiences through new information.
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 reconsider past experiences through new information? 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.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · 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 H79 by inviting students to reflect on changes in one’s own learning perspective.
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 reflect on changes in one’s own learning perspective? 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.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · Folk Arts - Kevin Locke - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Kevin Locke describes folk arts passed through communities and made relevant by subsequent generations. This supports H79 by inviting students to learn from earlier generations.
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.
Our official designation is folk arts. And if you look at folk arts…these are things that all communities around the world…they all have their folk arts. It’s very broad. It’s like any kind of tradition that’s passed down from generation to generation within the community. That’s kind of a broad definition of folk arts. But the beautiful thing about folk arts is that these folk arts represent universal signs…or indicators…or expressions of the nobility of the human spirit. Over time, these folk arts are just passed down like that so the next generation will take it and pull out all those things that are beautiful and make it relevant to them. So it becomes refined over time. So these folk arts have universal currency.
Learn About: What details in this passage support the speaker’s account of arts across generations? What would you need to hear in the full interview before interpreting it?
Learn From: How could you learn from earlier generations? 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-0098; https://www.youtube.com/watch?v=X9e0lg2OD6w; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · Addressing OSEU Two with Cheryl Medearis · OSEU 2
Reviewed teaching connection (Supporting): Cheryl Medearis connects acceptance of identity with educational possibility and recalls leaving school after moving and not fitting in. This supports H79 by inviting students to learn from an earlier educational experience.
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 me, that's one of the strongest of the essential understandings. To be able to give people and our children, our students, our students at the college, university level, the understanding that they are okay who they are and that they can learn and be whatever they want to be. And sometimes I sell them, but sometimes I do. I share my story of walking away from school because it wasn't important. My family moved from one area to the other in South Dakota, from one ranch community to another where I grew up. I was accepted for who I was, although they sometimes thought I was strange because I lived with my grandparents because the rural school wasn't open at that time. It was like, don't you have a mom or dad? And to just go back and to share how school wasn't important to me.
Learn About: What details in this passage support the speaker’s account of belonging in education? What would you need to hear in the full interview before interpreting it?
Learn From: How could you learn from an earlier educational experience? 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-0107; https://www.youtube.com/watch?v=UIjZvXPc4t4; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · You Are Your Mother - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis reflects on her mother’s example and striving to care well for her children and grandchildren. This supports H79 by inviting students to learn from a remembered role model.
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.
We went to ceremony together. I told her…I was sharing in there…because it was soon after we lost my mom…I was sharing with her that, you know…I said my brother…one of my brothers told me that I looked like my mom. And that…he said, “Not only does she look like her and walk like her, but she laughs like her.” And so… when it was going around the circle…everybody was sharing… and then Patty said…she reflected back on what I had shared and she said, “You know, April,” she said. “You were talking about your mother.” And she said, “You are your mom.” This is really hard for me, ya know, but… I think what gets hard for me is… I want to walk the way she did… in a good way. With my kids, I tried the best I could. I did the best I could with them. I do the best I can with them. And then my grandchildren… being that grandma image here to these kids… I call them the “little free spirits.” At St.
Learn About: What details in this passage support the speaker’s account of role models and care? What would you need to hear in the full interview before interpreting it?
Learn From: How could you learn from a remembered role model? 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-0108; https://www.youtube.com/watch?v=4tMm3uU6_Ns; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · 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 H79 by inviting students to reflect on advice received from an Elder.
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 reflect on advice received from an Elder? 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.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · 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 H79 by inviting students to reflect on an educational experience.
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 reflect on an educational experience? 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 15: Incorporating Reflection into Daily Practice
Reviewed teaching connection: Reviewed connections: H79. Also supported by H79 competency. Offer a brief reflection on evidence, strategies, strengths, and one next step.
Human Shaped Learning with Front Matter.docx · Ch. 15, actual manuscript pp. 113–119; Why Reflection Matters / Types of Reflection in the Classroom
Chapter 8: The Teacher's Role as a Learner
Suggested teaching connection: Suggested teaching connection for teacher learning, based on H79 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
Chapter 16: Teaching Resilience
Suggested teaching connection: Suggested teaching connection for resilience, based on H79 competency. Explore how a fictional learner could adapt after a setback and identify supportive relationships.
Human Shaped Learning with Front Matter.docx · Ch. 16, actual manuscript pp. 120–126; chapter opening and conceptual discussion
Plan with these recommendations and select more HSL chapters.