REPORT Artmile International Collaborative Learning 2023
Country/Region [ Taiwan ] School [ Taipei Municipal Ying-Qiao Elementary School ]Teacher [ Chen Pei Hsin (Penny) ] Grade ( 3.4.5.6 ) Member ( 23 )JP School [ Hara Elementary School ]Teacher [ Ono Manato ]# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson
Communication
Greeting with people in different country.
and cooperation How to do self-introduce and school introduce in English.
skillsHow to communicate and cooperate with other people abroad.
To know Japan culture and find the specific features of our own culture.
CulturalKnow more about different cultures in the world and study the international
Understandingissues.
Learn about SDGs, select the topics we want to know more about with ourpartner.
Research on the current situation of Taiwan and the world for the selectedSDGs Research
SDGs issue, and put forward specific action plans.
Discuss the key concepts and core declarations we want to present on themurals with our partner.
Presentation
How to use visual charts to integrate the collected information, and practiceskillspublishing in English.
Development of slogans and images for the design of mural drafts
ArtTo know and practice the skills of painting the mural.

Hours
4614610# Theme and Message of the mural
ThemeMessage
United thoughts toshare with the world

Loving Hearts: Quality Education for an Equal Future
Through this mural, we hope to express the importance of education and equality. We
believe that the diversity of human beings on earth, regardless of the state of affairs,
have the right to share resources. Learning should be equal and continuous, so that wecan realize the right concepts in our lives and work together to create a better future.

# Effects and Problems
Effects your students have gained
During this cross-international cooperative learning,students made significant growth and progress inthree areas:
A. Understanding international issues
Under the themes of SDG4 and SDG10, students
found out that there are related problems in various
countries, and through searching and organizing theinformation, students could find out the solutions tothe problems in Taiwan, which also made students
have a more positive attitude when facing theproblems.
B. In the aspect of cultural appreciation
Through sharing their research with each other,students gained a deeper understanding of the current
situation in other countries, including Japan, andlearned to respect the differences of each culture.
Also, this program inserted a lot of cultural
understanding of daily life, so that students could
understand the cultural differences between the twocountries in a more interesting way.
C. In the aspect of cooperative communication,
Students communicated with their Japaneseclassmates and teachers through the forum, and eachtime they looked forward to the replies from theirJapanese classmates, and began to actively careabout the issues discussed in the forum. Although thediscussion was conducted through the Internet,
students worked hard to think about how to present
their ideas clearly in the forum so that their Japaneseclassmates could understand them clearly.

Points for further improvement
When discussing the composition of the murals inthis course, we found that we could adjust the modeof the course, because this time, we communicatedthe elements of the images in a more textual way,
so many of the images were not created by us.
However, if we could discuss the theme or elements
first, then we could allow both Japanese andTaiwanese students to work together to think about
the elements of the mural and the layout of thepattern, which would help to make the images morein line with the characteristics of the two countries
and their painting styles.
In addition, we hope to have closer contact anddiscussion with Japanese teachers, and to continue
to show our initiative in the future to achieve better
cooperation results.

# How has your impression toward your partner’s country/region and the world changed?
Changes in the studentsChanges in the teachers
During this stage of the research report, students This year, our students chose SDG4: Quality
have come to realize the diversity of quality Education and SDG10: Reduce Inequalities as theeducation. They believe that it is not only the themes for cross-international cooperative learning.
responsibility of adults to advocate equality and a In order to help students explore these two themes
good education environment, but they also want to do in greater depth, teachers have conducted many
their part within the scope of what students can do. discussions and studies on these two themes. In
Gradually, in the course of the curriculum, students addition to using the curriculum design to allow
will strive to put the concept of equality into practice students to understand the topics, teachers havein the school campus, and also remind each other of invited lecturers from outside of the school to teachthis, so as to make the learning environment become students in the classroom so that students' learning
friendlier and more positive.
can be more in-depth.
In the process of painting murals, students who are Teachers also improved their teaching skills andalready very skilled in painting murals will take the curriculum design through long hours of exchanges
initiative to teach others, and students become more and discussions. The formation of a professional

willing to help others and recognize their efforts.

# Flow of the Activity
ContentMonthRESEARCH
the theme

SHAREwith thepartner

UNITE
the thoughts

JunJulAug

Sep
Oct

Nov

What you did
For the selected SDG4 andSDG10,
theteacher
provided several research oractions (which includedinterviewswithfamilymembers and classmates
about the problem) that thestudents could carry out
during the summer vacation.
Most of the students,
through the information theygathered and the actual
actions they took, identified
the problems we face in thisgoal and tried to come up
with their own solutions.
During this phase, we
exchanged
ideas
anddiscussedwithJapan
partners through the forum
and video conferences.
We share each other’s
result of research by online
meeting.
Students from Taiwan andJapan also welcome eachother by performing singing
and dancing.
We exchanged ideas about
the theme and content
elements of the mural andwhat we wanted to convey,
and there was a lot ofdiscussion in the forums tofinalize the drafts anddivision of labor for themural.

team for the program has also enabled the teachers
to lead the program in a more structured manner andto conduct the program in accordance with theobjectives. In the process of student learning,teachers also feel joyful through seeing students'growth, which makes teachers more motivated toguide students to continue learning in thesustainable development issues.

Your students’ attitude/reflection
Subject
Through their assignments and tasks,
the students discovered that there weremany letter-time situations that they
had not heard of or seen for themselves,SDGs
so they were impacted by these issues
Researchand realized that it would take sustained
and widespread action to ameliorate theCulture
problems, which is not an easy task.
andThrough such exercises, students alsoInternati
became more aware of the issues in
onal
their lives related to SDG4 and SDG10,
Understand became curious about the situation
andingin other countries, wanting tocommunicate and share further with
their international partners.
Students are serious in collecting
information and making reports.
CultureThey are very interested in the situation
andof these topics in Taiwan and inspire Internation
them to take further move in their lives.
alUnderstan
They feel excited of the online meetingdingwith Japanese partners, and they also
like the dance performance by Japanese Presentstudents.
ationskillsAs the Japanese students worked onSDGs
their murals, the students thought
Research
deeply about how problems could besolved, and they wanted to learn how
Communother countries solved the sameication
problems in different ways. And try toandincorporate these ideas into the mural.
cooperat
ion skills

CREATEthe mural

APPRECIATE
the wholelearningDecJanFeb

We discussed the concepts
and elements we wanted toput in the mural with ourJapanese partner in thepresentation and tried tocommunicate with them
about the draft design.

We held an exhibition in ourschool to show the result ofwonderful cooperation.
During the exhibition, we had
an online meeting with ourpartner to share thethoughts of the collaborative
learning process, and we
played cooperative games
together through videoscreens. Through highlyinteractive games, students
were able to engage inactivities in different places
in a fun way.

In the process, the students not only
learned drawing skills, but also learned
how to work as a team and help eachother solve problems when theyencountered difficulties.
ArtIn particular, we found that the students
began to think in international terms. Commun
They try to incorporate more local ication
elements from Taiwan or Japan into
andtheir murals, and they also incorporate cooperat
images symbolizing equality and quality ion skills
education into their murals.
Let the mural represent not only acertain nation or culture, but also thespirit of the global village.
The students were very happy to see
their ideas appear on the mural, andthey felt a great sense ofArt
accomplishment when they hung themural high up on the display, believing Presentati
that they had accomplished a very on skills
meaningful task.
After completing the international Culture
exchange program, my students wereandable to set realistic sustainable Internation
development goals for themselves inal
their lives and gained a deeper Understan
understanding of current international
dingissues.

# 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

Cross-cultural
understanding

5

Active learning

5

Scenes and reasons that teachers felt the effects
In addition to learning more about the current state of implementationof equality and education in different countries through our research on
SDG4 and10, we also learned about each other's cultural differencesthrough the theme of daily life.
By sharing their research on the SDGs with each other, students wereable to identify and compare the similarities and differences between
themselves and other countries and analyze the reasons for thedifferences, deepening their international perspective.
Through different learning assignments, students can complete them atschool or at home. Especially when studying the cases of SDG4 andSDG10, students can actively search for relevant information and share
their learning outcomes with their family members and teachers, as wellas actively inquire about other SDGs.

Critical thinking

4Collaborating withdifferent people

4

Expressing in words,
in shape

5

In the classroom, the teacher provides many examples about thecurrent situation of education and the inequality in the society, so thatthe students can think about the situation in Taiwan, the solutions, andhow we can take action, and analyze the critical points in the current
situation and the incompleteness of the system.
Throughout the program they must constantly practice expressing theirown opinions, listening to different people's ideas, and finding the bestsolutions to problems. This is a great help to students' problem solving
and communication skills, and students need to take on the role of aforeign partner and think differently in order to communicate effectively
with their international partners.
When designing the mural, we used a number of different formats suchas videos, presentations, and murals to unify and share the message wewanted to convey to the world. In particular, we spent a lot of time
discussing the integration of the core concepts of the SDGs into thegraphic elements of the mural, and we are very happy with the final
result.