ed an opportunity for ample problem-solving and innovating to occur. It was exciting to see them take some of


the explicit learning we had been doing re- lated to treaties and land acknowledgments and apply it in a meaningful way. I was really amazed by how some of the implicit learning we were doing around power, privilege, and coloniality was being demonstrated through this authentic opportunity to make change. It really illustrated for me the importance of slowing down and taking advantage of teach- able moments that occur in the daily interac- tions of a classroom.


BUILDING KNOWLEDGE, SKILLS, AND UNDERSTANDING WITH EARLY LEARNERS


Tere were various practices that I focused on in the classroom to build the knowledge, skills, and understanding students needed to engage in teaching and learning about truth and reconciliation. Tree examples of these practices included using picture books to support instruction, co-constructing an un-


16 ETFO VOICE | FALL 2024


derstanding of the vocabulary necessary to engage in this work, and encouraging stu- dents to act. Picture books written by Indigenous au-


thors help make information about truth and reconciliation accessible to early learners. Tese texts allowed me to scaffold students’ understanding and provided opportunities to begin discussions about various topics. What was helpful was being able to re-read a text multiple times throughout the year and discuss how students’ understanding had developed over time. Students enjoyed read- ing these books together as well, returning to them time and again as staples in our class- room library. I also focused on co-constructing an un- the vocabulary and terms


derstanding of


that students would need to engage in this learning. By engaging in conversations and instruction about the meaning of terms, students were able to better articulate their thinking and understanding in a way that was meaningful for them. Some terms that I focused on developing an understanding of


included Elder, fairness, Indigenous, injus- tice, reconciliation, and treaty. For support in building the necessary vocabulary with students, check out the First Nations Child and Family Caring Society’s online resource Spirit Bear’s Virtual School Glossary – A Liv- ing Document for definitions of various terms you can use as a starting point in building this understanding with students


(fncaringso-


ciety.com/publications/spirit-bears-virtual- school-glossary). As time passed, I began to notice that stu-


dents were interested in making a difference and sharing their understanding with others. Students demonstrated their advocacy skills in various ways, both within the school en- vironment and within the community. One example of how students took action related to advocating for equal rights and funding for First Nations children related to learn- ing about the First Nations Child and Fam- ily Caring Society’s “Have a Heart Day” campaign. Students wrote and mailed letters sharing their learning about funding ineq- uities to elected officials. Additionally, they


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