kruPanida


Lesson Report

Asia-Pacific Teacher Exchange for Global Education

Lesson Report

   Name : Mrs. Panida Namsowan            

                                        Host School: Inhwa Girls’ Middle School

 

Part I.

 

1. Preface

 

Reasons for selection of the topic

 

This lesson entitled “Loy Krathong: Thailand’s festival of lights” was purposeful selected to deliver for Korean students because of the following significant reasons; to encourage intercultural understanding among Thailand and Korea, to exchange information and ideas about festival to other people worldwide, and to preserve and promote the national cultural festivals.

To encourage intercultural understanding among Thailand and Korea

This cultural- based lesson focuses on the understanding about the festivals of the two countries, Thailand’s Loy Krathong and Korea’s Lotus Lantern Festival. Students can develop their intercultural understanding skill as they learn to value their own cultures and those of other. They come to understand how personal, group, and national identities are shaped. This skill assists the students to become responsible local and global citizens, equipped through their education for living and working together in an interconnected world.

To exchange information about festival to other people worldwide

There are many types of cultural festivals such as national, religious and seasonal in the world. They all serve the purpose of bringing happiness to our lives and strengthen our sense of community. By teaching and learning about festivals can encourage people from different cultural background to exchange and gain the precious information and ideas from other cultural festivals as a part of their lifelong learning activities.

To preserve and promote the cultural festivals

The festivals were started to pass legends, knowledge and traditions onto the next generations. It is our responsibility to preserve and promote them. To maintain the cultural festivals as the national identities, people need to learn about these things. We should implement more about festivals in the educational system. The more people know about cultural festivals and pass them down to the next generations, the longer national identity can be preserved. If we don’t let them be known, they will die and fade out so soon.

 

Contexts of the lesson topic in host school community and home community

            During the time of being an exchange teacher in Inhwa Girls’Middle School, South Korea for almost three months (from September 10th to December 6th), there was an important traditional festival had been taking placed in Korea, Chusoek (Korean Thanksgiving day) in October. I can feel that Korean students and teachers were very excited about this festival. They tried to describe how it is important for Korean people, what kind of activities that they usually do, introduced the special food connected with the festival, etc. to me. I felt like I was included in the traditional festival unconsciously. It was such a great opportunity to experience the Korean traditional culture this time. Then, I decided to do the individual project plan on culturally important of Korea throughout a year because I really want to learn more about them. And also in Thailand, my home country, there was one of the biggest and most important festivals had been taking placed annually in November as well. It was Loy Krathong or the lights festival in Thailand.

After studying about Korean festivals, I found that the Lotus Lantern Festival of Korea is similar to Loy Krathong Festival of Thailand in term of characteristics, objectives and history. Thus, it’s time to introduce my important national festival through educational activities to Korean teachers and students in the school to promote intercultural understanding among Korea and Thailand as we are global citizens.

           

Explain the objectives of the lesson

By the end of this lesson, the students will be able to:

    1. Deeply gain the information about Loy Krathong festival in Thailand

            This lesson provided the full range of information about Thailand’s Loy Krathong festival for the students. They will learn how it is important for Thai people, why the Thais celebrate it annually, what the main activities during the festival are. The process of Loy Krathong festival will be presented systematically step by step staring from making a Krathong, then floating the krathong onto the nearby river or lake, and joining the traditional dance (Ramwong) or playing some Thai folk games afterwards.

    2. Learn how to make a Paper-Krathong (a lotus-shaped vessel)

            Students will experience about making Krathong on their own as it is one of the main activities of Loy Krathong festival. Even if the real Krathong are traditional made from banana tree trunk and leaves, I will use the color papers for making the floating Krathong instead. I will prepare all the required materials sufficiently for the students to have a real experience of making a Krathong. I believe the Loy Krathong lesson in Korea will be completed as the original version in Thailand.

    3. Identify the similarities and differences between Thai Loy Krathong festival and Korean Lotus Lantern festival

            Festivals of light using candles and lanterns are a feature of many cultures around the world including of Thailand and Korea. Thailand’s Loy Krathong festival and Korea’ Lotus Lantern festival share a lot of things in common. Studying and discussing about other cultural festivals offer students an exciting journey around the world and can inspire some creative and engaging cross-curricular activities.

 

 

2. Pre-class diagnosis

Methods to measure students’ awareness on the topic and Measured status of students’ awareness on the topic before lesson

Observation and interviewing were used to determine students’ awareness of the topic. After deployment to the host school, I had observed many classes delivered by Korean teachers in the first two weeks. When I was in the class for the first time, the students looked curious why I was here. I had a chance to introduce myself and we had a small talk together. So many times when I told the students that I am from Thailand, they often overgeneralized that I am a “Taiwan teacher.” It took me for a while to explain them that Thailand and Taiwan are two different countries. And, when I asked what they know about Thailand they just told me that as far as they had known were Sawasdee (Thai greeting), Thai massage, Tomyam Kung(Thai food) and Bangkok(The capital of Thailand). To provide more information of Thailand, I decided to start my first cultural lesson for every class about introduction to Thailand to give the students some general information of my home country before we went further through the other subject matters about Thailand. When I introduced about some culturally important festival of Thailand, I noticed that most of them didn’t know them before.  

 I also conducted a mini-interviewing for some students and teachers about the Korean festivals as a part of my individual project study. I found that all of my interviewees didn’t know anything about Loy Krathong festival in Thailand. But, when they watched the video about Loy Krathong festival, they told me that it was quite similar to the lantern festival in Korea. As a result, I decided to provide some more information about the festival and include this topic in my cultural lesson by comparing Thailand’s Loy Krathong festival to Korea’s Lantern festival.

 

 

3. Lesson plan

 

Grade/Class

The 3rd Graders

Lesson Duration

45 Minutes

Lesson Topic/Title

Loy Krathong: Thailand’s Festival of Lights

Related Subject

Social Studies and Culture, Languages, Art

Learning Objectives

By the end of this lesson, the students will be able to:

    1. deeply gain the information about Loy Krathong festival in Thailand

    2. learn how to make a Paper-Krathong (a lotus-shaped vessel)

    3. identify the similarities and differences between Thai Loy Krathong festival and Korean Lotus Lantern festival.

Learning stage

Activity

Time

Materials/ Notes

 

 

 

 

Lesson Process

 

 

 

Introduction

1. The teacher brings Krathing, a lotus-shaped vessel containing a candle and three joss-sticks, to the class and introduces the topic and learning objectives to the students.

 

2. The teacher describes about the Loy Krathong Festival in Thailand and asks students what their know about Loy krathong.

 

3. Students discuss and share about the similar festivals in Korea (Lotus Lantern Festival) that have something in common with Loy Krathong festival in Thailand.

 

Development

4. The teacher shows how to make a Paper-Krathong step-by-step; meanwhile, students work in pair to create a Paper-Krathong. The teacher as a facilitator walks around the class to assist if the students request some helps during the activity.

 

6. When the students finish making their own Krathong, the teacher asks the students to get in a big circle to float their Krathong.

 

7. The teacher summarize the process of Loy Krathong festival again staring from making a Krathong, then floating the Kathong, after that joining the joyful traditional dance togrther.

10

 

 

 

 

 

 

 

 

 

 

 

 

 

 

20

 

 

 

 

 

5

 

 

 

5

 

-A Paper-Krathong

 

 

 

-PPT

 

 

 

 

 

 

 

 

-PPT

- 15 sets of material used for making a Paper-Krathong

 

 

 

-VDO: Loy Krathong Song

 

Wrap-up

Closing

8. The teacher and students conclude the lesson together by using comprehension Q&A activity.

5

A 5 items-question set about the festivals

 

4. Materials used to deliver your lesson

l   An example paper-Kathong

l   PPT presentation files

l   15 sets of materials used for making

a Paper-Krathong  (color papers, a wire)

l   VDO: Loy Krathong Song & Dance

l   A 5 items-question set about the festivals

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Part II.

1. Lesson Outcome

Objects produced out of the class lesson

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Stories or performances produced by students in relation to the lesson

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Students are paying attention to the story of Loy Krathong festival in Thailand.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Students neatly fold the papers for making their own Krathongs.

 

 

 

 


                                                    The teacher and students

                                                    discuss and share about the  

                                                    similar festivals in Korea

                                                    (Lotus Lantern Festival)

                                                    that have something in common

                                                    with Loy Krathong festival in

                                                    Thailand.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


  The teacher as a facilitator walks around the class to assist if the students request  

  some helps during the activity.

 

 

 

 

 

 


   The co-teacher and the mentor teacher

   join the class activities.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Scenes observed by teachers

 

            Even most students encountered English language difficulty while they were participating the class activities, I realized that they were trying to learn and follow the instructions. Some might get confused and frustrated when folding the papers for making a paper-Krathong but they have never given up. They carried on working until they had finished. Some who finished their craftworks early showed the feeling of pride for themselves and willingly volunteered to help their friends. These could ensure that the lesson brought about the positive attitude towards both individual and peer learning under the cultural theme. At the end of the lesson, students can answer all comprehension questions correctly. This can show that they had more or less learnt something from the lesson.

2. Evaluation and survey result

The survey was taken by the 3rd year students of Inhwa Girl Middle school totally 27 students to investigate their feedback and attitude towards the cultural-based lesson provided by the Thai exchange teacher after participating the educational activities about Loy Krathong: Thailand festival of lights.

 

Graph 1: Shown the information on how the students accessed the provided cultural lesson

         of the survey Question1- 9 which were ranked using the 5-point scales

         (Not at all, Slightly, Moderately, Very much, Extremely).

     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  • Question 1: The topic of the class was interesting.

14 students (51.85%) of the total 27 students extremely agreed that the lesson topic was interesting, 11 students (40.74%) agreed very much that the topic was very interesting, and 2 students (7.41%) moderately agreed that the lesson topic was interesting. No student found this lesson topic slightly or not at all interesting.

 

  • Question 2: This class has increased my interest in teachers’ home country.

13 students (48.15%) of the total 27 students extremely agreed that this class has increased their interest in teacher’s home country, 11 students (40.74%) agreed very much that this class has increased their interest in teacher’s home country, 2 students (7.41%) moderately agreed that this class has increased their interest in teacher’s home country, and 1 student (3.70%) slightly agreed that this class has increased their interest in teacher’s home country. No student found this class has increased their interest in the teacher’s home country as not at all.

 

  • Question 3: The teacher used different effective teaching methods that enhanced my learning.

15 students (55.56%) of the total 27 students extremely agreed that the teacher used different effective teaching methods that enhanced their learning, 9 students (33.33%) agreed very much that the teacher used different effective teaching methods that enhanced their learning, and 3 students (11.11%) moderately agreed that the teacher used different effective teaching methods that enhanced their learning. No student found the teacher used different effective teaching methods that enhanced their learning as slightly or not at all.

 

  • Question 4: The teachers used teacher materials effectively to advance my learning.

14 students (51.85%) of the total 27 students extremely agreed that the teachers used teacher materials effectively to advance their learning, 12 students (44.44%) agreed very much that the teachers used teacher materials effectively to advance their learning, and 1 student (3.70%) moderately agreed that the teachers used teacher materials effectively to advance their learning. No student found the teachers used teacher materials effectively to advance their learning as slightly or not at all.

 

  • Question 5: The lesson challenged me to think creatively.

14 students (51.85%) of the total 27 students extremely agreed that the lesson challenged them to think creatively, 9 students (33.33%) agreed very much that the lesson challenged them to think creatively, 3 students (11.11%) moderately agreed that the lesson challenged them to think creatively, and 1 student (3.70%) slightly agreed that the lesson challenged them to think creatively. No student found the lesson challenged them to think creatively as not at all.

 

  • Question 6: The lesson helped me to improve my problem solving skills.

12 students (44.44%) of the total 27 students extremely agreed that the lesson helped them to improve their problem solving skills, 11 students (40.74%) agreed very much that the lesson helped them to improve their problem solving skills, 3 students (11.11%) moderately agreed that the lesson helped them to improve their problem solving skills, and 1 student (3.70%) slightly agreed that that the lesson helped them to improve their problem solving skills. No student found the lesson helped them to improve their problem solving skills as not at all.

 

  • Question 7: I believe what I learned in this class is important.

12 students (44.44%) of the total 27 students extremely agreed that what they learned in this class is important, 11 students (40.74%) agreed very much that what they learned in this class is important, 3 students (11.11%) moderately agreed that what they learned in this class is important, and 1 student (3.70%) slightly agreed that what they learned in this class is important. No student found that what they learned in this class is important as not at all.

 

  • Question 8: The lesson enhanced my inter-cultural communication skills.

17 students (62.96%) of the total 27 students extremely agreed that the lesson enhanced their inter-cultural communication skills, 9 students (33.33%) agreed very much that the lesson enhanced their inter-cultural communication skills, and 1 student (3.70%) moderately agreed that the lesson enhanced their inter-cultural communication skills. No student found that the lesson enhanced their inter-cultural communication skills as slightly and not at all.

 

  • Question 9: The lesson gave me an opportunity to experience new culture.

16 students (59.26%) of the total 27 students extremely agreed that the lesson gave them an opportunity to experience new culture, 10 students (37.04%) agreed very much that the lesson gave them an opportunity to experience new culture, and 1 student (3.70%) moderately agreed that the lesson gave them an opportunity to experience new culture. No student found that the lesson gave them an opportunity to experience new culture as slightly and not at all.

 

Graph 2: Shown the information on how the students accessed the provided cultural lesson

         of the survey Question10 which was determined by Yes and No.

 

 

 

 

 

 

 

 

 

 

 

 

 


  • Question 10: Through this class, I became more aware that the world is closely interconnected.

All students, 27 in total (100%), agreed that through this class, they become more aware that the world is closely interconnected.

 

 

To sum up, most of the students appreciated this lesson, and all of them agreed that after this class they understood how closely the world interconnected. The majority of the students found the lesson interesting and important within the perception of culture diversity.

 

Asia-pacific Teacher Exchange for Global Education

Student Survey

(for secondary students)

 

※ 선생님의이번수업에해당하는답을체크해주세요.

(Please put a check mark in the answer that fits your experience of this lesson.)

질문

(Questions)

전혀그렇지 않다

(Not at all)

그렇지 않다

(Slightly)

보통이다

(Moderately)

그렇다

(Very much)

매우 그렇다

(Extremely)

1.  수업주제가재미있었다.

(The topic of the class was interesting.)

2

11

14

2.  선생님국가에대한관심이증가했다.

(This class has increased my interest in teachers’ home country.)

1

2

11

13

3.  수업방식은이해하기쉬웠다.

(The teacher used different effective teaching methods that enhanced my learning.)

3

9

15

4.  자료를수업에적절히사용했다.

(The teachers used teacher materials effectively to advance my learning.)

1

12

14

5.  창의적인사고능력을키워주었다.

(The lesson challenged me to think creatively.)

1

3

9

14

6.  문제해결능력을키워주었다.

(The lesson helped me to improve my problem solving skills.)

1

3

11

12

7.  이수업에서배운것은중요하다고생각한다.

(I believe what I learned in this class is important.)

1

2

12

12

8.  문화간소통할수있는능력을향상시켰다.

(The lesson enhanced my inter-cultural communication skills.)

1

9

17

9. 새로운문화에대한경험을할수있었다.

(The lesson gave me an opportunity to experience new culture.)

1

10

16

10. 이수업을통해세상이보다밀접하게연결되어있음을알게되었다.

(Through this class, I became more aware that the world is closely interconnected.)

그렇다 27 (Yes) / 아니다 0 (No)

 

3. Comments and suggestions

 

Reflections on the lesson process and students’ attitude

 

According to my personal observation during the class activities and the student survey’s result after teaching and learning, I could say that, in general, all learning objectives provided for this lesson were achieved.

The majority of the students extremely agreed that the lesson topic was interesting and became more interesting in the teacher home country. They had never known about the Loy Krathong festival before. After learning from this lesson, the students had eventually gained some deep information of Loy Krathong: Thailand’s the festival of lights and realized that their Lotus Lantern festival have shared something in common with the Loy Krathong festival. This can emphasis that the lesson enhanced their inter-cultural communication skills and gave them the opportunity to experience new culture. They also revealed that the teacher used different effective teaching methods and materials to advance their learning such as discussing, comparing, learning by doing (making a paper-Kathong), Q and A activity, pair/group works. These activities challenged them to think creatively and helped to improve their problem-solving skills.

In conclusion, studying and discussing about other cultural festivals offer the students an exciting journey around the world and can inspire some creative and engaging cross-curricular activities. Most of the students appreciated this lesson, and all of them agreed that after this class they understood how closely the world interconnected.


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