REPORT Artmile International Collaborative Learning 2022
Country/Region [ Taiwan ]School[ Fu-Fong Junior High School ] Teacher [ Lisa Lin ] Grade ( 7-9 ) Member ( 16 )JP School [ Yokohama National University Special Need Education School ]Teacher [ Shiho Mizunuma ]# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson
Science
Social Studies
Art

Hours

Environment, biodiversity, terrestrial ecosystem, desertification

10

SDGs in Taiwan and in the world

5

Mural design

5# Theme and Message of the mural
ThemeMessage
United thoughts toshare with the world

There Are Many Things We Can Do
There are many things we can do, and we must do it from now on to protect, restore
and promote the sustainable use of terrestrial ecosystems and halt biodiversity loss.
The mural is a beginning by which we want to connect with each other and make theworld a better place.

# Effects and Problems
Effects your students have gained They are more aware of SDGs issues locally andglobally.
 They realized there are many factors contributing
to the status quo. It’s challenging to solve theproblems in a short time, but they will try.
 They held a mural and book exhibition at school tointroduce other students to the importance of “lifeon land.”

Points for further improvement
 The whole SDG 15 contains so many sub-issues.
We can choose one or two and dig deeper.
 Although we encouraged students to be creative
about what they could do, they came up with
common ways. They can do more research andhave a more systematic discussion in the future.

# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers They understood the importance of SDGs.
We got some changes through this project. We
 They can think more about the big picture.
learned: They are more confident expressing their ideas.
 To teach in a global dimension
 They learned everyone was good at something.
 To interweave SDGs with different subjects andThey can contribute their various ability to complete teaching materials
the project together.
 To plan follow-up activity after painting the mural They are willing to do more international exchange  To appreciate the different talents of students
activities.

# Flow of the Activity
ContentMonthRESEARCH
the theme

SHAREwith thepartner

UNITE
the thoughts

CREATEthe mural

APPRECIATE
the wholelearningJun.
toJul.

Sep.

Oct.

Nov.
toFeb.

Mar.

What you did
We first learned what SDGs
are and chose SDG 16 as
our theme. But after
discussing with our partner
teacher, we changed toSDG 15: Life on Land. We
asked students to read
related articles andresearch what they wereinterested in.

Your students’ attitude/reflection
To many of them, this was the firsttime they learned about SDGs. Theythought it was a critical time forhuman beings to recognize the earth
was in danger, and we should dosomething to stop the life on land
from harm and recover them withevery effort.

SubjectI asked the students toorganize their thoughts byORID method and sharethem on Jam board with thepartner students.

The SDG 15 issue is complex. They
chose their topics individually andhad various opinions. By sharing, they
could learn more aspects of SDG 15.

Taiwanese and Japanese
students exchanged theanswers to SDG 15-related
questions on Jam board.
Japanese students came up
with the theme idea first.
We agreed to incorporate
both schools’ ideas in themural.

SDG 15 contains numerous issues.
Therefore, we all agreed on thetheme: There are many things we cando! Furthermore, we thought there
are many things we “should” do.

Japanese partner students
designed the mural draft. A
big tree bearing fruit meant
the world we wanted tocreate. Each apple meant a
different goal. The twowatering squirrels stood forboth schools working hardto achieve the goals.

They were glad to complete the halfmural. They spent some time deciding
how to present the goals
corresponding to the Japanese part.
They drew Taiwanese endangered
animals, growing seeds, and DNA (forbiodiversity). They came to school tofinish the mural during wintervacation. They enjoyed it very much.

 Art SocialStudies

We held an exhibition atschool to appreciate themural with other students.
They felt interested in it
and the SDGs, too. We
wrote down our reflections
on Jam board and sharedthem on the forum.

The students thought highly of theproject. It is significant for them tocomplete the whole learning,
especially the mural, withinternational students. They were
proud of themselves that they held
an exhibition, too. This project helped
build their confidence and team spirit.

 Art
 DFC

 English SocialStudies
 Science English
 SocialStudies

 English SocialStudies

# Effect and evaluation gained through the collaborative learning
Evaluation: Rank 5 to 1 (5: very effective / 4: effective / 3: so- so / 2: not so effective / 1: not effective at all)

Expected effectCross-cultural
understanding

Active learningand action

Critical thinking(objective, logical views)

Evaluation

334Collaborating withdifferent people

5

Expressing in words,
in shape

5Scenes and reasons that teachers felt the effects
It was a pity that we didn’t have much virtual communication, which led
to little cross-cultural understanding. In the future, maybe we can send
postcards or a cultural box to achieve more at this part.
The students could identify the problems within the topic and did
research. However, what they could do was to go green in their daily
life. Sometimes they felt frustrated and needed encouragement.
The students gained the ability to critical thinking with the ORID
method. They presented a tangled issue objectively, recorded theirfeelings, interpreted what they learned, and finally decided what to do
next. The process could make them focus more logically and develop
some suitable solutions.
During the project, the students needed to collaborate with theirclassmates and partner students. They learned that when there is
teamwork and collaboration, they can achieve many wonderful things. It
had never occurred to them that they could work with people fromanother country. They feel a sense of pride as a global citizen.
The discussion on SDGs, the writing of their research, and theappreciation of the mural expressed their improving ability in words.
Through designing and painting, their art ability was also successfully
on display in the mural.