REPORT Artmile International Collaborative Learning 2022
Country/Region [ Taiwan ]School[ Zhongshan Elementary School ] Teacher [ Hui-Ju,Wen / Mei-Hui,Chiang / Chuan-Neng,Lin ]Grade (3-6) Member ( 21 )JP School [ Shinmorisyouji Elementary School ] Teacher [ Aoi Shitakura ]# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson

Hours• Introduction of self, school and country of each other.
Social Studies• Learn about SDGs and explore the issues of the world.
• Think and discuss about the reasons and solution strategies of the issues.

12• Make a goal of the great vision of the future.
• Organize sharing presentations in English.
Language• Practice oral content of online-meeting.
• Exchange ideas and communicate with partners in meeting time.

10• Respond to communication questions in English words or speaking.
• Web Search and Data Collation about social studies and languages
ICT• Presentation and Video Production

8• Online meeting• Incorporate learning content into visual designArt• Mural draft design

10• Mural painting# Theme and Message of the mural
ThemeMessage
United thoughts toshare with the world

DELIVERING EQUALITY AND RESPECT MAKES A PERFECT WORLD
Here is our message to the world:
The world is riddled with many injustices, including: gender and racial inequalities.
We hope that everyone can pass on their own power, many a little makes a mickle!
Through legislation, education and publicity activities, we can work together to breakthis inequality and deliver a perfect world of respect and equality.

# Effects and Problems
Effects your students have gainedStudents concerned about the issues of "inequality"
in life more actively, including gender and racial issue.
They care about the causes of these phenomena andthe impacts in discussions.
Through the creation and imagination, students not
only gain power from their paintings, but also start tothink about what actions they can take to change theinequality in the world.
Although we've sent the murals back to Japan, thechildren began to think about the inequality incidents
they felt around life. After exploring the reasons, theywill try practical actions to let the concept of murals
affect more people in Taiwan."

Points for further improvement
Due to the schedules of Taiwanese and Japanese
schools. There is not much time for discussion onmural design in this cooperation.
If there are other opportunities for next cooperation,
I think it will be more beneficial to exchange designideas with partner schools in a clearer way.

# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
Students gained a greater awareness of issues of race We focused on a single topic of SDGs this time,and gender in different countries.
which gave us the opportunity to conduct an in1. The students found out that there were aborigines depth discussion more.
in Japan and they were treated unfairly.
We collected and discussed information about issues
2. Students found that there were still many gender before class, and screened them based on students'
stereotypes in Japanese society.
knowledge of learning. We found the inequality issues
3. Through the research of Japanese classmates, that we rarely paid attention to but were very
students learned many new viewpoints, such as: important in our class.
gender-neutral clothing.
Students also reviewed their own lives and countries
after the above-mentioned studies, and tryed to
discover the phenomena of equality and inequality. It
was a journey of deep learning.

# Flow of the Activity
ContentMonthRESEARCH
the themeJun.
Jul.

What you did
Teachers online meeting
Introduced students, school
Recognized
themuralproject, what the SDGs was,and the topic we focused.
Knew the partner’s school
and the students

Your students’ attitude/reflection
They cared about foreign cultures ingreat initiative and learned withevident enjoyment.
The students also examined their own
experiences and social events toexpress their feelings and demands
about inequality. Because inequality
required empathy, they found thatsometimes
whatthey
could
understand was not necessarily
understood by their classmates, and it
was even difficult to be persuaded.

SubjectSocialLanguage
ICTLearned the SDGs
Discussed the interesting
topics of SDGs
Proposed possible solutions
and imagined futures
Students online meeting

SHAREwith thepartnerAug.
Sep.

Focused on the message tothe world
Shared ideas with Japanesepartners
Combined each other's ideas
Students online meeting

UNITE
the thoughts

Oct.
Nov.

Students participating in this projectinclude experienced and first-timeparticipants.
Experienced people were more
attentive while listening and also tried
to understand and respond in English
or Japanese.
To be willing to try and actively step
forward, I think this is the greatsignificance of participating ininternational exchanges. The firsttime participants were also morecourageous to try because they saw
the performance of the former.
Also, the topic of this time "reduced
inequalities" was meaningful for thestudents. Students expanded theirperspectives on society and the world
by sharing and listening to events anddiscussions on this topic.
Although we knew that "empathy" isvery difficult to cultivate, but these
events and sharing really made themfeel something and want to make adifference.

Our student thought about " Reduced
Inequalities" in two topics: gender andrace.
About gender, they look forward to an
equality future where is genderharmony, gender bias is eliminated,
everyone has the right to work.
About race, they look forward to an
equality future that everyone won't
stereotype people of different races,
everyone can be treated the same.
We also discussed and combined themessage with the students. They also
raised some interesting ideas tochange the world, like: holdpromotional activities or lectures,
make a TV show, share real cases toeveryone, make a law or invite
celebrity to advocacy equality
concept. Students also createdimages through collage.

SocialLanguage
ICT

SocialArt
Language
ICTCREATEthe mural

APPRECIATE
the wholelearning

Designed the mural draft
Developed mural theme andmessage
Gave feedback
Completed the muralStudents online meeting

Students concerned about the issuesof "inequality" in life more actively,
including gender and racial issue. They
cared about the causes of these
phenomena and the impacts indiscussions.
They also had a better understandingof the SDGs through the drawing time
and took the initiative to care about
global issues. They were also very
happy and had the accomplishmentthat they and their Japanese partners
have completed the work together.
Through the process of creation, it
seemed that they were passing eachother's strength in order to achieve
their goals, just like paintings

Prepare to share content
and souvenirs.
Practice sharing and activecontent.
Reflect their harvest andgrowth of communication
Students online meeting

Through the creation and imagination,
students not only gained power fromtheir paintings, but also started tothink about what actions they could
take to change the inequality in theworld.
Although we've sent the murals backto Japan, the children began to think
about the inequality incidents they felt
around life. After exploring thereasons, they will try practical actions
to let the concept of murals affectmore people in Taiwan.

Dec.
Jan.

Feb.
Mar.

SocialArt
Creativity
LanguageICT

SocialLanguage
ICT# 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

Evaluation

Scenes and reasons that teachers felt the effects

5Students learned more about the real differences between the culturesof different countries in the process. They also learned about global
issues through tasks in the course.
Because of our topic, what students learned most was about genderand race stereotypes and cultural differences in different countries,
including the treatment of indigenous peoples, same-sex marriage, etc.
Students also paid more attention to domestic or surrounding
phenomena and problems.

Active learningand action

Critical thinking(objective, logical views)

Collaborating withdifferent people

555

The real situation of contact with foreign friends could enhance
students' attitude of active learning. Although we communicated eachother's learning status through forums or mails, the time of online
meeting was short, so it was even more important to keep the real-time
dialogue and questions in the meeting, so that students could get
answers to their own doubts. It also makes students want to meet,share and ask again, again and again.
In addition, students are also more active in paying attention to issuesof inequality. They shared news about the inequality issues they’veseen and noticed gender-free toilet signs when watching performances,
all of which are part of enhanced our discussion.

Students also developed their critical thinking as they discussed thecauses of and solutions of inequality. At the beginning, students could
only interpret the reason from their own perspective, but throughdialogue and thinking from other perspectives, they could see the needsof different genders or races by verification and logical judgment, which
was also needed in real life so much.

During the communication process, students learned to use
presentations, texts, English dialogues and partners making
conversation more smoothly. Every time we had difficulties in thecooperation of mural design, this time too. But in this time, the students
showed the composition of the concept through simple diagrams first.
After the students created the images they were responsible for, and
we also used collages to complete the design. If possible, we hope that
this process can also be used for dialogue with Japanese students.

This time we used relatively abstract topics for discussion and creation.
At first we were worried that if we used too many symbols and images,
it would deepen the stereotype. But we were gratified by the creativityof the students, because they use the movement of images to teardown stereotypes and better conveyed practical ideas.

Expressing in words,
in shape5