Official JAG competency wording: Explain the value of job shadowing
Category: Career-Based Learning
Source themes: career exploration, mentorship, experiential learning
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
T142 — Explain the value of job shadowing
Explore T142 · Lakota Economics - Stephanie Charging Eagle - OSEU #3 · OSEU 3
Reviewed teaching connection (Exploratory): 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.
T142 — Explain the value of job shadowing
Explore T142 · Learning Crafts from Grandmother - Pearl Kennedy-Colombe - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Watching a skilled person’s process provides an analogy for job shadowing. Students can name useful observation questions; family craft learning and formal workplace shadowing remain distinct.
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.
T142 — Explain the value of job shadowing
Explore T142 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7
Reviewed teaching connection (Exploratory): 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 T142 by inviting students to prepare questions about learning through observing a role model. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.
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 prepare questions about learning through observing a 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-0034; https://www.youtube.com/watch?v=MvCawhY_FT0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 24: The Importance of Connection Beyond the Classroom
Reviewed teaching connection: Reviewed connections: T142. Also supported by T142 competency. Connect the goal with a suitable community example, mentor, or real-world task.
Human Shaped Learning with Front Matter.docx · Ch. 24, actual manuscript pp. 173–179; How Teachers Can Foster Connection
Chapter 1: The Power of Relationship in Education
Suggested teaching connection: Suggested teaching connection for relationships, based on T142 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 4: Learning Happens in Relationship
Suggested teaching connection: Suggested teaching connection for dialogue, based on T142 competency. Use a shared problem, invite students to explain ideas to one another, and make time for respectful dialogue.
Human Shaped Learning with Front Matter.docx · Chapter 4: Learning Happens in Relationship
Plan with these recommendations and select more HSL chapters.