2017 IIME REPORTCountry/Region [ Taiwan]
School[ Taipei Municipal Zongshan Elementary School ] Teacher [ Hui-Ju,Wen ]Grade ( 3-5 ) Member ( 26 )JP school [ Minami Tsurumaki Primary School ] Teacher [ Yuka Yamano ]# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson

Hours

Knowing Key

Taiwanes Local culture

4

Introduce

Writing and drawing the posters of special things from Taiwanese local culture

6

Creating

Understanding Japanes culture’s concept and creating the design
Drawing the mural together

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

Culture Hand-In-Hand
In this picture, we want to show you about is novelty and friendship, our characters are
person, train, foods, mountain, and tree.
And we want to have balance, so we drew Janpanese’s mascot and our qingguang bird,
JAPAN’s sakura and our maple, JAPAN’s Fuji Mountain and our Jade Mountain,
JAPAN’s Osaka Castle and our zhenguang church, zhisheng memorial hall.
Changing means the train of both sides go to each side and take some foods for each side
like sushi, ramen, miso soup… red bean cakes, honey water and aiyu.
Hope the culture from you an us could create a good friendship !

# Effects and the Problems
Effects your students have gained
Points for further improvement
The students knowing the culture of Japan much We shared and known about the culture this time.
more. They are also glad to sharing the experience to Hope we could get the topic more deeply.
their friends and family. They appreciated all culturesin the world, that is a really a wonderful journey.

# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
The students show more interest of the knowledge The teachers get the infromation about educationof other culture.
more. And we are also feeling exciteg in theThe are also becoming much more confidence of cooperation time.It is really good.
shring. The stimulation of the mural creating is reallygood!

# Flow of the Activity
ContentMonthMEET
Selfintroduction

SHARE
Research on
the theme

Sept

Oct -

What you did
We've made self-introduction
cards and posted on the forum.
We also introduce ourselves byvideo conference.

Before this meeting, we have
known the local culture of ourcommunity
byinternet
searching,guest
teacherinterview and field researching.
And we’ve draw the local cultureof our community into theposters.
During this meeting, we showed
the posters and introduce thefood, stories, buildings, andsomething about Philippines
workers in Qingguang market toJapan’s kids in English. We also
knew a lot of Japan’s culture by
Japan’s kids introducing. But
the meeting’s voice was too low
to hear each other clearly. It’s
really a pity.

Your students attitude/reflection
We've made self-introduction cards
and practice to do self-introduction
in English.
We also known a lot of Japaneseculture、students's life and interestin the video conference.
Students are all happy and exciting
about that!
The kids was so exciting to meet
Japan’s kids in the meeting. And
they also like Japan’s culture. They
even discussed about that after themeeting many times.

SubjectEnglish

HistoryCultures
and arts

UNITE
United message/Nov

Mural design

Sharing design
We discussed it on the forum.,and the kids made the final
decison by video conference.
DrawingCREATE
Mural painting

APPRECIATE
Reflection/Appreciation

Jan FebFebMar

We made an oral presentation of
the mural in our school and theMRT station nearby. We shared
thecollaborative
learning
experience of the mural making,including of: the Japaneseculture,foods
andbuildings,
especially our friendly partner!
We also went outside of ourschool, shared the mural and themaking stories.

We discussed the way to connect
the thoughts with each other first.
The kids was happy to share theideas on the video conference.But it
is difficult to make the final decision.
The students enjoyed the drawingtime.

The passingg traveler from Japanand other kids or teachers in school
noticed the design, and we talked
about the mural.
We’re all exciting!

Artenglish

ArtEnglishArt# 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 effect
Understanding yourown cultures
Understanding yourpartner's cultures
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)

Evaluation

5

Students are more familiar with their own culture.
They also like to share about it.

4

Through each video conference, students also learn more about thecharacteristics of Japanese culture.
They also began to learn simple Japanese words.
Students like to operate the forums by themselves. They also learned
how to record their learning process through information tools.

4

In the process of communication, students tried many different ways ofcommunication, such as posters, videos, etc.

4Students learn more about history and like to ask questions about thishistorical content.

4

In the creative process, students can divide their work and discuss
actively.

5

When designing a mural design or understanding Taiwanese culture,
students can work together in groups to learn together.

5

Students are more confident in publishing and can express their ideas
through words and drawing

5

Students can select important creative elements and show great ideas in
the process of designing and painting.

4

Appreciation ability(the mural, the wholecollaborative learning)

Scenes / points teachers felt the effects