Official JAG competency wording: Describe the future, including personal and career potential
Category: Dreamwork
Source themes: future thinking, goal setting, ambition
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
Q129 — Describe the future, including personal and career potential
Explore Q129 · 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 Q129 by inviting students to imagine a future contribution grounded in strengths.
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 imagine a future contribution grounded in strengths? 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.
Q129 — Describe the future, including personal and career potential
Explore Q129 · Addressing OSEU 7 with Cheryl Medearis · OSEU 7
Reviewed teaching connection (Supporting): Cheryl Medearis describes tribal colleges expanding access to education and preparing teachers and people in different fields. This supports Q129 by inviting students to consider future possibilities opened by education.
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'll speak to that from a perspective of what tribal institutions have done for the people in not just our area, but the tribal college movement is probably, in my perspective, one of the strongest movements that ever occurred. From a personal basis, I may never have gotten a college education. I don't know that. It may have taken me even longer had Sinté not been where it was when it was. And I date back to Sinté-Gleska College when the institution wasn't really trusted to be on its own. So my diploma reads the University of South Dakota because they proctored and granted the degrees and helped develop the curricula. But that's been one of the strongest impacts that I see.
Learn About: What details in this passage support the speaker’s account of tribal colleges and opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider future possibilities opened by education? 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-0104; https://www.youtube.com/watch?v=t3MjIUIMBdg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q129 — Describe the future, including personal and career potential
Explore Q129 · 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 Q129 by inviting students to consider possibilities beyond a difficult 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 consider possibilities beyond a difficult 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.
Q129 — Describe the future, including personal and career potential
Explore Q129 · Nun or Checkout Clerk - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis recalls her mother asking what she wanted to become and her childhood interest in a nun’s or checkout clerk’s work. This supports Q129 by inviting students to describe imagined future 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.
My mom would sometimes sit and…she’d talk… and…”What do you want to be when you grow up?” Mine was a nun. Or I wanted to be a nun or…I wanted to be a…what do you call it at the grocery store? A clerk? A checkout clerk? I don’t know why, but just the way they do it. Being a nun…I don’t know if it’s because my mom…when I was born, a nun named me. My mom asked her…or she asked mom what she was going to name me. She told her she didn’t really know…she didn’t have a name picked out. She said, “Well, name her April. She was born in the month of April.” So that’s how I got my name.
Learn About: What details in this passage support the speaker’s account of early career interests? What would you need to hear in the full interview before interpreting it?
Learn From: How could you describe imagined future 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-0112; https://www.youtube.com/watch?v=FG2Sf0chai0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 18: Trusting the Process: The Journey of Learning
Reviewed teaching connection: Reviewed connections: Q129. Also supported by Q129 competency. Return to a learning goal after an attempt; reflect on progress and revise the next step.
Human Shaped Learning with Front Matter.docx · Ch. 18, actual manuscript pp. 134–140; The Role of Patience and Reflection
Chapter 1: The Power of Relationship in Education
Suggested teaching connection: Suggested teaching connection for relationships, based on Q129 competency. Begin with an invitation to share an interest or question; listen closely and acknowledge each learner’s contribution.
Human Shaped Learning with Front Matter.docx · Chapter 1: The Power of Relationship in Education
Chapter 10: Teaching from the Heart
Suggested teaching connection: Suggested teaching connection for purpose and care, based on Q129 competency. Connect the task to student interests, greet learners warmly, and listen before interpreting their needs.
Human Shaped Learning with Front Matter.docx · Chapter 10: Teaching from the Heart
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