Field Trip to Olive Young with Travel Club Students - Biweekly Report 1, Meila

Biweekly Report

1.     Teacher Information

Name	Meila Rosianika	Submission Date	2025.09.13.
Country	Indonesia	Host School	Wansan Girls’ High School

2.     Biweekly Report

	ACHIEVEMENTS (Previous 2 weeks from your submission date)
	Period: September 1 ~ 14 2025
Classroom Activities	l Observing Teaching and Learning Practices in Korea I observed how Korean teachers conduct their lessons and how students actively engage in the learning process. In first grade classes two and three, students also presented what they already knew about Indonesia. This activity allowed me to see how prior knowledge is valued in the classroom and how students build connections between their culture and another country’s culture. l Teaching Global Citizenship Education (GCED) and Integrating SDGs Values I introduced Global Citizenship Education (GCED) and designed activities that highlight the values of the Sustainable Development Goals (SDGs). These activities encouraged students to think critically about their role in society and the global community. -In the second grade, students worked collaboratively in groups to create posters illustrating GCED values. This task not only fostered creativity and teamwork but also gave them the opportunity to visualize how global citizenship can be applied in daily life. -In the first grade, students wrote short reflective notes about what actions they could take to create a better world and show respect for humanity. This simple yet powerful exercise helped students to practice mindful reflection and to connect global concepts with their personal lives. These classroom activities reflect the goals of my exchange program: creating meaningful, joyful, and mindful learning experiences. They also demonstrate how GCED can be embedded into subject learning while empowering students with values of empathy, responsibility, and global awareness.
School Activities (Outside the Classroom)	l  Joining the Barista Classes I participated in the barista classes where I introduced coffee from Jambi, Indonesia, as part of a cultural exchange activity. This not only gave students exposure to Indonesian local products but also created a meaningful dialogue about the role of coffee in daily life and cultural identity. In addition, I learned more about the preparation of Turkish coffee, which provided me with broader insights into how beverages can represent both tradition and craftsmanship in different cultures. l  Discussion with Mentor about Work Ethic in Korea I engaged in a reflective discussion with my mentor regarding the work ethic practiced in Korea. The result of this activity was a valuable new perspective on how education is organized and carried out in Jeonju, South Korea. It gave me deeper understanding of the discipline, commitment, and collaborative spirit that shape both teachers’ professional practices and students’ learning habits.
Outside Activities (Education Related)	-       Field Trip to Olive Young with Travel Club Students I joined a field trip with students from the Travel Club to Olive Young in Jeonju. This activity provided an opportunity to observe how students behave and interact in a public setting outside the classroom. It also served as a practical learning experience where I guided students on how to negotiate with tourists and practice basic communication strategies. Through this activity, students developed not only their interpersonal and language skills but also a sense of confidence in applying classroom knowledge to real-life situations.
Individual Projects	l  Conducting an Initial Assessment I began by observing how teachers interact with students both inside and outside the classroom. This assessment helped me understand classroom dynamics, teaching styles, and the ways students engage with their learning environment. l  Preparing Tools and Materials for Teaching Activities I prepared various tools and materials to support my teaching activities. These resources were carefully selected to align with the learning objectives and to ensure that students could engage actively and meaningfully in the lessons. l  Researching Students’ Prerequisite Skills I conducted a small-scale investigation into the basic prerequisite skills that students need before being introduced to new content. This process allowed me to design lessons that build on students’ prior knowledge and ensure smoother transitions into more advanced learning.
Safety Condition	l  Is there any problem with your health or safety? (Yes /No) If Yes, please describe in more detail.   I don’t have problem with my healthy or safety
Remarks	-Classroom activities were meaningful and interactive; students showed curiosity and engagement while learning about GCED, SDGs, and Indonesian culture. -Barista class provided a valuable cultural exchange experience; students learned about international coffee culture while engaging with Indonesian products, fostering global awareness. -Field trip with the Tourism Club offered practical learning opportunities for students to practice negotiation skills and interpersonal communication in public settings. -Individual observations and reflections helped identify students’ prerequisite skills and classroom dynamics, which will guide future lesson planning and teaching strategies.