2017 IIME REPORTCountry/Region [ Mexico ]School[UNIVERSIDAD VERACRUZANA CENTRO DE IDIOMAS XALAPA ]Teacher [ ESTEFANIA ACOSTA – KURUSAKI MITSURU] Grade ( 1-6 ) Member ( 15 )JP school [ KAISEI GAKUIN ] Teacher [ ISHIKAWA EISAKU ]# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson
Mexican cultures
CultureJapanese cultures

Hours
4

EnglishWriting a letters

2

Food

Understanding and learning about Mexican food, what are they made of andsharing our culinary experience in contrast to Japanese culture.

2# Theme and Message of the muralThemeMessage
United thoughts toshare with the world

Food
Mexican food has been considered human patrimony by the UNESCO, there is a long
variety of food that distinguishes each region of our country and we want to Japanesepeople to know it and try it if they have a chance.

# Effects and the Problems
Effects your students have gained
Points for further improvement
They came to know interesting facts about Japanese Students hope to improve their language skills sofood and what is important or iconic in certain they can communicate more fluently with JapaneseJapanese regions. They also became aware of their people next time.
own cultural richness while doing research on how
certain Mexican dishes were made.
# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
Students learn to collaborate together be aware of We learned the importance of communication inother opinions and share their thoughts, they learned order to work in the best posible way, to be in touch
to organize a Schedule and work according to it. The and use technology to establish a conversation withones that were not good at drawing or painting people far away and engage our students in alearned a lot from the expert ones.
process in which they can learn valuable things.

# Flow of the Activity
ContentMonthMEET
Selfintroduction

SHAREResearch on
the theme

UNITE
United message/

Sept

What you did
Your students attitude/reflection
Introduction by power point They took very seriously the task ofsharing particular ítems of our country
presentations.
to share with the Japanese students.

Small workshop / discussion

Students gathered ideas about whatthemes could be good for the mural andwork on some individual designs toshare by mail with the other school.

Sharing design

We made a design ad sent it by mail.
We sent several sketches to meet thetaste of the other students andagreed on some changes.
The students formed teams, drew andcleaned everything up at the end ofeach painting session. They were two
shifts in which different teams
collaborated to finish the painting.
We realized a Skype videocall inwhich Japanese students shared withus the final work. We programmed
such videocall and talked a little bit
about what was hard, easy and mostinteresting thing on the side of theother school. We spent a good time
also talking to them about otherthings. They sang for us.

Oct -Nov

Mural design

Drawing

CREATE
Mural painting

Jan Feb
Display the painting

APPRECIATE
Reflection/
Appreciation

March

Subject
EnglishHistory
CultureJapanese

History
Culturesand arts
Art
englishArt

EnglishJapaneseArtMusic# 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 effectEvaluation

Understanding yourown cultures

5Understanding yourpartner's cultures

3

Information literacy(research, share)

Communication ability(interactive exchange)

Critical thinking(objective, critical views)

Active learningand action
Collaboration(in the class, with partners)

Expression ability(in words, in pictures)

3
4
4
3
5
5

Appreciation ability(the mural, the wholecollaborative learning)

5

Scenes / points teachers felt the effects
We know our cultures because cultures and art are part of school
subjects
Our students are currently learning Japanese language. They are fromseveral levels and groups and they are also aware of the most common
facts around culture through the language learning immersion.
We have limited source to internet but we did not have problems since
we painted our cultural items and everyone knew them well.
The students wrote in lettes and cards and we sent them mail along with
our part of the mural.
Students argued on how certain items in food are very characteristic of
our cultures and the main differences between Japanese way of eating
and our own way to do it.
They used mainly internet to look for information.
The students wrote in lettes a cards. We also received cards andmessages from Japanese students and delicious traditional sweets.
Students showed great creativity, patience ad collaboration between
them. We had this big chance of working with a student that is a
professional painter and helped us a lot.
We sent our part to Japan and in the Japanese school they displayed thewhole painting for us. They were all happy with the result.