2018 IIME REPORTCountry/Region [ Taiwan ]School[ New Taipei Municipal Fuhe Junior High School ] Teacher [Tiffany Pan] Grade ( 8 ) Member (29 )JP school [ Kobe University Secondary School ] Teacher [ Masataka Omori / Rika Iwami ]# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson
Students wrote self-introductions “ All about me” on a learning sheet inEnglish to introduce themselves to Japanese partners. They also have to try to
Englishuse English to introduce Fuhe Junior High School and Taiwan to Japanese
friends orally.
Biology
Students discussed what theme they are interested in painting.
art
computerEnglishart

art

Students discussed and decided what themes they are good at and able topaint.
Students in Taiwan orally introduce themselves to Japanese students bySkype. Teachers and students in Taiwan and Japan dicussed and decided thetheme of the mural together.
We got the written self-introduction learning sheets from Japan. Our English
teacher delievered and let students appreciate their introductions.
We got the mural from Japan. The art teacher bring the students to appreciate
the mural with students and take pictures together.
The art teacher organized the date and had the students to paint the mural
together during the winter vacation.
She asked them to draw the sketch first and taught them how to use the paints
correctly.

Hours
111
2
1
1

4

# Theme and Message of the mural
Theme

Biodiversity

MessageBy painting the mural, we would like to share the endangered animals and plants of both
Japan and Taiwan with the world.

United thoughts toshare with the world# Effects and Problems
Effects your students have gained
1 Students are couraged and brave to talk toJapanese partners in English.
2 They are able to communicate their thoughts withJapanese partner. Sometimes, in order to unite thethoughts together, they have to know when to insist
and when to compromise their opinions.

Points for further improvement
Biodiversity, this theme is not so familiar withstudents. Students spent some time searching on
the Internet and deciding the species they would liketo draw. We think we can afford more opportunities
and curriculum to facilitate students learning about
our environment.

# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
Students are very excited to be able to finish a mural Our teachers are very excited, too. They are activewith Japanese students. They find that they have to to plan all the procedures of learning and solve theknow not only how to paint but also how to unite the problems students encountering while painting.
thoughts in English. This project inspire their learning
motivation.

# Flow of the Activity
ContentMonth
MEET
Selfintroduction

SHARE
Research onthe theme

UNITE
United message/

Sep.

Oct.

Nov.

Mural design

CREATE
Mural painting

APPRECIATE
Reflection/Appreciation

Dec.Jan.

Feb.

What you did
The art teacher finds thestudents who are willing tojoin this project.
I help students to introduce
themselve by Skype.
The art teachers and I
discussed the theme withMr. Masataka Omori, theJapanese art teacher andthe students.
After several times of
discussing by Skype andLine, both of us finallydecided our theme.
Japanese students began
painting. Then we got theparcel. It’s a very very big
one with the mural and thepaints. We decide to visit
Kobe University Secodary
School on Mar, 2018.

It’s a wonderful mural whichis a collaborative work by
Kobe University Secondary
School and New Taipei
Municipal Fuhe Junior HighSchool.
We really cherish thischance. So our principal anddirector not only invite thepress to report our work but
also brings 29 students tovisit
KobeUniversity
Secondary School on Mar
10, 2019 in person.

Your students attitude/reflection
Students were very excited because
they didn’t have this experience infinishing one painting with students fromJapan.
Students found it difficult to describe
the theme they were interested in. They
needed more English vocabulary in art.
Though there were some difficulties,students never gave up. They tried tofind words which they could use incommunication. And they learned someJapanese.
Students were very surprised to see this
precious parcel before the end of 2018. It
was a really wonderful gift for mystudents. It is really beautiful - thepainting, the skills are professional!
Our students came to school during
winter vacation to finish the mural
together.
We post the pictures on our school’s
Facebook..
https://www.facebook.com/groups/489
950814543160/

Subject
EnglishcomputerEnglishart

Englishart

Englishartart# 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

5

Understanding yourpartner's cultures

4

Information literacy(research, share)

Communication ability(interactive exchange)

Critical thinking(objective, logical views)

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

Expression ability(in words, in pictures)

5This project motivates students to recall and think how much they
understand in our own environment and cultures and what elements andparts they can introduce to their Japanese partners.
This project inspires students to research our partner’s environmentand cultures.
Originally, students don’t know how to collect information and they areafraid of reading a whole English article. With the help of computer andEnglish teachers, they increase their confidence in not only searching on
Internet but also English reading..

4This project facilitates students’ motivation of learning English andJapanese to communicate with their partners.

5

During the process, students will think about how to communicate
effectively with their partners.

555

Appreciation ability(the mural, the wholecollaborative learning)

Scenes / points teachers felt the effects

Students become actively in learning.
Students are glad to finish one mural together.
Students make progress.
Students become mature in appreciation ability.

5