My timeline highlights how early experiences—both structured and self-directed—shaped my curiosity-driven approach to education. My exposure to homeschooling, public school, museums, and hands-on learning gave me a well-rounded perspective on how education can be engaging and meaningful. My adaptability and initiative, whether through bartering for martial arts lessons or learning how to teach English on the go, show my resilience and willingness to grow. My experience in China, in particular, demonstrates an important shift—from simply being present in a teaching role to actively developing the skills to be effective. This journey culminated in my professional teaching role, where I refined my methods and embraced different learning styles.
Math 3100: From the very first day, my professor emphasized a key concept in mathematics: everyone is capable of learning math. He challenged the common belief that some people simply “aren’t good at math” and instead explained that the real difference lies in processing speed—some learners grasp concepts quickly, while others need more time. To support all students effectively, he stressed the importance of creating a classroom environment that accommodates different learning speeds. This means allowing slower learners the time and space to work through problems at their own pace while also providing extensions for faster learners to explore concepts more deeply and creatively. I took this to heart and believe my classrooms will foster a more inclusive, supportive, and engaging learning experience where every student feels capable and encouraged to succeed in mathematics.
EDLL 3100: The assignments in this course were intentionally designed to reinforce and retain the knowledge we acquired. For example, projects such as creating a catalogue of activities for teaching English allowed us to analyze their effectiveness, determine appropriate grade levels, and explore their practical applications in the classroom. I particularly appreciate the insights gained from lessons on English Learning Fundamentals, including the five pillars of English and the Daily Five. These frameworks provided a comprehensive approach to literacy development, offering valuable strategies for fostering reading, writing, listening, and speaking skills in students. By exploring these core principles, I gained a deeper understanding of how to support diverse learners and structure my teaching to promote literacy growth in meaningful ways.
GEOL 1111: Although this was not an education course, it provided me with a valuable opportunity to explore the scientific process in a hands-on way. From a teaching perspective, this experience has made me reflect on how I can offer similar opportunities to my students. I am considering incorporating activities like center time, where students can independently explore science kits or equipment, allowing them to engage with the material in a practical, experiential way. This approach could help foster curiosity and deepen their understanding of scientific concepts, just as it did for me.
Danielle Hall Resume 2025.docx
Thrive Conference
At this conference, I was introduced to many programs for youth that are all about sustainability and balance. I was amazed by how many programs there are and how much variety there is within this topic. The biggest takeaway I got from this conference was an activity called two lines. This activity had us read summaries of Canada’s Indigenous history as a group, and our two lines would take a step back for each tragedy and take a step forward for each event of reconciliation. I have plans to adapt this activity for the grades I will teach by choosing historical and current events that are relevant to this area.
Dance Pl3y With Roxane
I had the opportunity to participate in a Dance Pl3y experience at the beginning of my time as a Student in the BEd Elementary program. This introduced me to a lot of local traditions and perspectives that I was previously unfamiliar with. As Roxane Letterlough led us through a variety of dances that reflected the animals of Kamloops and shared the stories connected to them, I was able to feel appreciation and connection to the land in a way that I had never before. So much of the Eurocentric culture that I was raised in was designed from another land that I have never been to and I am grateful to be gathering connections here where I live.
Hess Education Teacher Training
At the start of my time teaching with Hess in Taiwan, the company had me and 49 other new hires complete a two-week training to prepare us for work. Their focus was on the “I do, we do, you do” model and incorporating multiple learning styles into every lesson. At first, these methods were challenging for me to apply, but after a few months, I felt confident and excited to experiment with them. I found that the “I do, we do, you do” method was always successful because it provided a simple way to scaffold activities and promote student confidence. Additionally, students reacted positively to activities that involved movement. One particularly effective activity I created was called “hide and seek,” though it wasn’t the traditional game. I hid vocabulary words around the room, then modeled finding a word, acting it out while saying it, and having the class repeat after me. Over time, the students became familiar with the routine, and I no longer needed to model it—they would find words, return to the center, and take turns acting them out. This activity reinforced learning through movement and repetition while keeping students engaged.