Addressing OSEU 4 with Cheryl Medearis

Watch the original interview video · Open this interview in the learning workspace

05 Wolakota Project Video Transcripts and URLs.docx · WP-0105. Imported source record; individual Elder status and tribal affiliation are not inferred.

Reviewed JAG competency and OSEU connections

D23 — Communicate in writing

Explore D23 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4

Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports D23 by inviting students to use writing to communicate a story.

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.

One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?

Learn About: What details in this passage support the speaker’s account of community of learners? What would you need to hear in the full interview before interpreting it?

Learn From: How could you use writing to communicate a story? 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-0105; https://www.youtube.com/watch?v=sf9IP-srFl0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

D24 — Communicate verbally

Explore D24 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4

Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports D24 by inviting students to share a story orally with an audience.

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.

One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?

Learn About: What details in this passage support the speaker’s account of community of learners? What would you need to hear in the full interview before interpreting it?

Learn From: How could you share a story orally with an audience? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

F37 — Develop a healthy self-concept for home, school, and work

Explore F37 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4

Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports F37 by inviting students to explore identity through one’s story.

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.

One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?

Learn About: What details in this passage support the speaker’s account of community of learners? What would you need to hear in the full interview before interpreting it?

Learn From: How could you explore identity through one’s story? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G58 — Identify ways to build mutual trust and respect

Explore G58 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4

Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports G58 by inviting students to consider trust in a learning community.

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.

One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?

Learn About: What details in this passage support the speaker’s account of community of learners? What would you need to hear in the full interview before interpreting it?

Learn From: How could you consider trust in a learning community? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

N122 — Define and demonstrate empathy

Explore N122 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4

Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports N122 by inviting students to listen respectfully to different 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.

One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?

Learn About: What details in this passage support the speaker’s account of community of learners? What would you need to hear in the full interview before interpreting it?

Learn From: How could you listen respectfully to different experiences? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H62 — Demonstrate how to work effectively with others

Explore H62 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4

Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports H62 by inviting students to contribute to a supportive group.

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.

One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?

Learn About: What details in this passage support the speaker’s account of community of learners? What would you need to hear in the full interview before interpreting it?

Learn From: How could you contribute to a supportive group? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Interview transcript

One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really? And then as they get into it, it's a very happy time. There are a lot of tears shed. They share that and they say, how would you do that in your classroom of third graders or fifth graders so that they can safely tell their story? Maybe not orally, maybe on paper, maybe in a play that they... that we all need to be proud of where we came from. So it's, again, a very important piece of building that community of learners and a safety net for all of us to feel within that understanding.