REPORT Artmile International Collaborative Learning 2021
Country/Region [ Taiwan ]School[ Shaung-Xi Elementary School ] Teacher [ Emily Chou ] Grade ( 5.6 ) Member ( 19 )JP School [ Okuno Compulsory Education School ]Teacher [ Hiroshi Kobuke ]# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson
InternationalSDGs, Sevren Cullis Suzuki's speech, Current situation of water resources atEducationhome and abroad

Hours20English

Self introduction, short conversation, results publish

4Culture

Understand the similarities and differences between Japanese and Taiwanesecultures.

4ICT

Data query, data collection, make briefings, video communication

6Art

Create a mural16# Theme and Message of the mural
ThemeMessage
United thoughts toshare with the world

Creation of a New Future
There are various issues in the world, such as inequality, hunger, and poverty. Therefore,
we want to create a world where all people and animals can live in peace. A peaceful andprosperous world. Let's not waste all resources and work together to create asustainable, loving, tolerant and harmonious world and a new future.

# Effects and Problems
Effects your students have gained
After learning the SDGs, the children understandedthat we are all part of the earth, and we must work
together for the sustainable development of theearth. We are also conducting research to gain abetter understanding of the water resources
situation in Taiwan and the community. The children
are very happy to make Japanese friends and learn
about Japanese culture.

Points for further improvement
Courses and exchanges between Japan and Taiwan
are partially suspended due to the epidemic. It would
be better if there is an opportunity to deepen mutualcommunication and let the children translatelessons into practical actions. It’s also hoped thatthe children can strengthen their English ability, sothat they can show more confidence in exchanges.

# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
Children have a solid understanding of the concept of The Japanese partner teachers are very delicate,sustainability and are able to put it into action in their and they will make detailed plans before the courses
lives. They will also care about international news and and exchanges. Give us a lot of guidance andunderstand the importance of cooperation and inspiration in this year's exchanges. We are delighted
respect for each other during the event.
to be able to participate in the AICL project thisyear.

# Flow of the Activity
ContentMonthMEET
Selfintroduction

SHARE
Research on
the theme

UNITE
Message ofunited thoughts

May.
Jun.

Jun.
Oct.

Nov.

What you did
Due to the epidemic, after
the children made selfintroduction posters at
home, they came to theschool in batches to befilmed by their teachers inEnglish
self-introduction
videos. The part that
introduces
thecharacteristics of the school
is introduced by teachers toJapanese friends.

Your students’ attitude/reflection
Children use Google Meet at theirhomes to meet their Japanese friends
for the first time. They are very excitedand happy to meet overseas friends.
Children are curious about each other'scultural and school differences. Theyare also very much looking forward tolearning together and sharing eachother's learning results in the coming
year.

Children first gained apreliminary understanding ofSDGs
through
onlineteaching by teachers. Thenwe focused on the pre-set
theme SDG6. During thesummer vacation, teachers
divided students into groups
to conduct research on
firefly regeneration, water
purificationequipment,
improving community water
environment and saving
irrigation water.

In the process of learning about theSDGs, the children learned that as apart of the global village, we must work
together to improve many problems
before 2030. During the SDG6 study andresearch on water resources, thechildren found that there are many
related problems to be solved at homeand abroad. Through the actual
investigation in the community, thechildren have a better understanding of
the water environment in theirhometown. In addition to proposing ways
to improve, they can also further put
them into practice in their lives.
Children become more confident when
they share research results withJapanese friends via video chat.

After discussions with theJapanese side, we decided
to set the theme of themural as "Creation of a newfuture" through the idea of"About the future youwant".

Through watching the film, children
seriously think about the future world
they want. They try to integrate diverse
ideas into the sketches of the murals,
and look forward to the output of cocreation with Japanese friends.

Subject

EnglishCultureICTInternati
onal
EducationEnglishCultureICTInternational
Education
EnglishICTCREATE
Mural painting

APPRECIATE
Reflection/Appreciation

Dec.
Jan.

Feb.
Mar.

Students create the mural inblocks under the guidance ofthe art teacher. We also
shared our creative progresswith friends in Japan on theforum, and completed themural before the wintervacation.
Children use the worksheet
to review and reflect onwhat they have learned inthis collaborative learning.
We also held a muralappreciation party in March.

The students were amazed when theyreceived the mural from Japan, andpraised the creations of their Japanesefriends. They also strive to incorporate
Taiwan's
diverseculturalcharacteristics
andenvironmental
conservation thoughts into the mural.
Children also learn the importance ofcollaboration in the creative process.
The children are very fond ofparticipating in this collaborative
learning. The two sides also spoke highlyof each other's mural creation.
Everyone is very reluctant to end thisyear's exchange, but we will continue to
implement the changes in our lives.

ArtInternational
Education
EnglishCultureICT# 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

Critical thinking(objective, logical views)

Evaluation

5

3

Active learningand action

5

Collaborating withdifferent people

5

Expressing in words,
in shape

4

Scenes and reasons that teachers felt the effects
At the beginning of the exchange, the teachers took the children tosearch for Japanese information on the Internet, and compared thesimilarities and differences between the two countries. Japanese
partners also introduced Japanese culture and the characteristics ofthe area where the school is located during the video exchange. In thecourse of SDGs, the children have a better understanding of thedifferent problems encountered in the same issue in the two countries
and exchanged and shared solutions. After a year of exchange, thechildren of both sides have become good friends and left unforgettable
memories.
In the process of teachers taking the children to the course, we findout that the children receive information from all directions, but cannot
accurately filter and integrate the information. But in the course of ourresearch, we can see that the children have a lot of ideas.
After the children have experienced this year's courses and exchanges,
their reactions are quite positive. They can take the initiative to careabout environmental issues and international news, implement
environmental protection into their lives and remind each other. Before
every video exchanges, they can fully prepare to the best.
In the process of research, the children learned the importance ofcooperation. They can divide labor to search for information and seek
consensus through communication. In exchanging with Japanese
partners, they learn to appreciate and respect each other's differences.
Finally, the children showed the spirit of cooperation in the creation ofmural. Whether it is communication with Japanese partners on
composition or discussion with classmates in the painting process, they
can fully demonstrate a high degree of collaboration.
It's quite interesting to appreciate the interaction between the children,
even though none of them are good at English, they still find ways tocommunicate with posters, drawings, or even origami. Although it is very
hard to practice English every time when exchange, most children still
try hard to do so. In contrast, creating mural is their happiest andunforgettable time. They love and enjoy creating the mural to present
their learning.