Asia-Pacific Teacher Exchange for Global Education

Lesson Report

Name: Nik Mohd Fadley Bin Nik Kamil

Host School: ONBIT Elementary School

Part I.
1. Preface
Reason for selection of the topic

Education is an essential tool for achieving sustainability. People around the

world recognize that current economic development trends are not sustainable and that

public awareness, education, and training are key to moving society toward

sustainability. Beyond that, there is little agreement. People argue about the meaning of

sustainable development and whether or not it is attainable. They have different visions

of what sustainable societies will look like and how they will function. These same

people wonder why educators have not moved more quickly to develop education for

sustainability (EfS) programs. The lack of agreement and definition has stymied efforts

to move Education for Sustainable Development (ESD) forward.

It is curious to note that while we have difficulty envisioning a sustainable

world, we have no difficulty identifying what is unsustainable in our societies. We can

rapidly create a laundry list of problems - inefficient use of energy, lack of water

conservation, increased pollution, abuses of human rights, overuse of personal

transportation, consumerism, etc. But we should not chide ourselves because we lack a

clear definition of sustainability. Indeed, man has truly great concepts of the human
world—among them democracy and justice —are hard to define and have multiple

expressions in cultures around the world.

Even though Malaysia & Korea are far away from each other, but ESD are

relevant to any country in the world under Global Citizenship. So teaching students

about culture and compare with Malaysia setting make it more relevant and infuse in

their culture life will make them much more realize about their culture. An important

distinction is the difference between education about sustainable development and

education for sustainable development. The first is an awareness lesson or theoretical

discussion. The second is the use of education as a tool to achieve sustainability. In our

opinion, more than a theoretical discussion is needed at this critical juncture in time.

While some people argue that "for" indicates indoctrination, we think "for" indicates a

purpose. All education serves a purpose or society would not invest in it. Driver

education, for example, seeks to make our roads safer for travelers. Fire-safety

education seeks to prevent fires and tragic loss of lives and property. ESD promises to

make the world more livable for this and future generations. Of course, a few will

abuse or distort ESD and turn it into indoctrination. This would be antithetical to the

nature of ESD, which, in fact, calls for giving people knowledge and skills for lifelong

learning to help them find new solutions to their environmental, economic, and social

issues.
 Contexts of the selected topic in the host school and local community

Objectives Of The Lesson

 To introduce and share about Malaysian Folklore Dance ( Wau Bule’) to the Korean

students.

 The students will know and differ the Malaysian Folklore Dance ( Wau Bule’)

 The student will also know comparisons between Malaysian-Korea Folklore Dance.

2. Pre-class diagnosis

Methods to measure students’ awareness of the topic

The first time I step foot into this school, immediately we were assigned to the class and

received our timetable. And since we have to teach all Grade 3 and 4 students (15 Class)

and every week we have different timetables for different class and different purpose.

And during 2 week, we have English Class, Cultural Class & Observation

simultaneously. So basically the topic for our lesson is ever-changing and the only way

to evaluate the students’ awareness about the topic is by asking question and see the

number of response. After counting the number of students, I will generate question that

will lead to the critical thinking and also cultivate their previous knowledge regarding

the topic matter. In some case where students are very weak in English, media such as

video, pictures are much needed to trigger the student’s attention towards the lesson.
 3. Lesson plan
Lesson
Grade/Class 3 & 4 ( 15 Classes ) 40 minutes
Duration
Lesson
MALAYSIAN FOLKLORE DANCE “WAU BULE”
Topic/Title

Date 2017-11-13 ~ 2017-11-17

Related
Malaysian Folklore Songs
Subject
To introduce and share about Malaysian Folklore Dance “Wau Bule” to Korean
students.
Learning
The pupils will know and differ the Malaysian Folklore Dance “Wau Bule”.
Objectives
The student will also know comparison between Malaysian Folklore Dance
“Wau Bule”
Materials/
Learning stage Activity Time
Notes

Teacher plays the Wau Bule video song and asks the pupi Video Clip
to sing it together. 5min Presentation
Teacher distributes the Wau Bule song worksheets and ask Wau Bule
the pupils to complete it with the time given to them. Worksheet

Teacher gives introduction and simple explanations about Power Point

Malaysian Folklore Dance “ Wau Bule” 10min Presentation
Lesson Teacher introduces basic movements of Wau Bule’ Dance
Process to the pupils. Wau Bule
Video Song

Teacher divide the pupils in group/pairs and asks them to

do the movements with their partner according to the
Teacher’s instructions given to them. 20min Wau Bule
The pupils will perform with their pairs. Video Song
 Wau Bule Movements - Basic ( 3rd Grade ) Wau Bule
 Wau Bule Movements – Intermediate ( 4th Grade )

Teacher selects the Best 6 Pairs Performance of the 5min

Wau Bule’ Dance. Malaysian
The selected pairs will be rewarded. Theme Gift

The pupils will know about the Malaysian

Wrap-up Folklore Song & Dance “Wau Bule”.
Wau Bule
They also can sing and dance it too. 5 Min
Video Clip
Question and Answer ( Teacher & Pupils )

 You can adjust the above form to suit your needs. The form is also available at NEST
 4. Materials used to deliver your lesson
Malaysian Folklore Dance “ Wau Bule”
I. PP presentation
II. Malaysian Folklore Song “Wau Bule”
III. Malaysian Folklore Dance “Wau Bule” Worksheet
IV. Colour Pencils / Crayon / Colourful Magic Marker

Part II.

1. Lesson Outcome

Objects produced out of the class lesson (e.g. photos, artworks, video, etc.)

The students were completing the task given to them (worksheet A)

Students were singing their heart out through the Wau Bule Song (Worksheet B)
Practise makes Progress, the Wau Bule Dance
 2. Evaluation and survey result

Show the survey result in graph and explain

Evaluation and Survey Result of

Gred 3-4 Students at ONBIT Elementary School

100%

80%
Students Percentage

60%
96% 96% 92% 96% 92% 92% 92%
100%

40%

20%

8% 4% 8% 8%
4%
0% 4%
0% 0% 4%
0% 0% 4%
0% 0% 0%
0%
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8

Question Number

1 star 2 star 3 star 4 star 5 star

From the survey we can see the most of the students find that the lesson interesting. And also

some of the materials used in in this class increased the students interest towards my home

country. They are all very excited to learn the Wau Bule Dance and visit Malaysia in the

future. However 8% students think that I did not used different effective teaching methods

that enhanced their learning. One of the aspect in my classroom, I want the students to be

critically think out of the box. So higher order thinking skills is require to lead them to the

process. 100% students agree that my lesson challenge them to think creatively. Furthermore,

it also improve their problem solving skills when they were asked to write the Wau Bule

lyrics in the worksheet given to them.

 3. Comments and suggestions
Reflections on the lesson process and students’ attitude

I genuinely believe that teaching in elementary school is quite similar to my students

back in Malaysia. My reflection can be divided into several parts which are preparation,

student’s behavior and also final products. Preparation for this lesson is a bit crucial as it

was 40 minutes lesson and open class for officers from Sejong Education Department

and Ministry Of Education Korea. I’ve discuss with my mentor teacher about the lesson

and we came out with the Wau Bule lesson plan. There is one part of this lesson whereby

the students must make performance in small group on the Wau Bule Dance movements.

Student’s behavior was absolutely amazing. I was so happy and relieves as the students

gave full cooperation towards the lesson. We did not rehearse this lesson even though we

knew that we are going to be observed. The students seem to enjoy the lesson. There

were videos of Wau Bule performances of the students that we use during the lesson and

all video were perfect for the lesson. Each video represent the point that we want to

make in the activity. Students are not just well behaved, they manage to complete the

entire task related to Wau Bule Dance and its lyrics. At the end of the lesson, students

manage to instill good moral values and realize the importance of cooperation of

teamwork among themselves in each group and why it is important to cooperate to each

other. Lastly, the final product for this lesson is Wau Bule Dance performance. As a

Grade 4 students, I aspect them able to do all the basic movemnets of Wau Bule’ Dance

such as the Berkepak Setempat, Berkepak Maju Undur, Berkepak Tepis Zig-Zig and

Susun Benang. Even though that they can’t be as graceful as my dancers in Malaysia, but

they try to do it as best as they can do it. At the end of the class, I danced with my
students and they are so eager and excited to dance with me. I was so happy that the

students able to dance the Wau Bule and sang the song confidently.
Worksheet A
Worksheet B
Student’s Work
Student’s Work