2018 IIME REPORTCountry/Region [ Taiwan ]School[ Beitou Elementary School ] Teacher [ Chen Hsin Dai / Lisa Liu / Diamond Liu ]JP school[ Kameda Nish Elementary School ] Teacher [ Mariko Obinata / Kenichi Wakabayashi / Yuya Ikuta ]# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson
EnglishGrade ( 6 )Member (26 )Hours

Self and school introductions/ culture learning

8

Social Studies

Culture studies

17Art

Mural painting

10# Theme and Message of the mural
ThemeLove,Connecting, Be thankful

Message

1. Love goes on
We believe that love is the greatest power of creation.
We love cultural traditions, want to save it, and tell story to our next generation.
2. Connecting people
Just like our cultural exchange Learning from different cultures, linking each other.
Work together to complete a larger learning mission.
Connecting everyone to the world.
We learn to get along with people with kindness and respect.
3. Be thankful
Last meeting We're very impressed with your presentation about thankful — “thankyou for everything”.
We cherish the opportunity of this cultural exchange.
We thank God for giving.
In particular, Matsu, a traditional belief in our town
Our creations will contain love, connection and appreciation.

United thoughts to share withthe world# Effects and Problems
Effects your students have gained
Points for further improvement
1. Learning how to take video for introducing self 1. Describing the particular part of culture with one
and school.
sentence, not too long.
2. Got opportunities to learn own culture and 2. Wish culture programs would add in different
industries through visiting, role player game from
grades in our school, but unfortunately most oflocal community members.
teachers think learning English is more important
3. Learning how the precious of own culture.
than culture study.

# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
1. Learning culture between each others is the 1. We could share the positive value through thismain meaning of this project, not only for fun.
project with each others.
2. The students realized more of local culture and 2. Both of school teachers worked very hard forproud of it, they have more culture confident.
building the way of connecting each other with
3. The students know the most good valuable ofhonor.
this project is have to learn culture, learn how to 3. We learned how much care of culture program
share to partner’s school, and completed thefrom Japan’s school.
mural painting through discussion.

# Flow of the Activity
ContentMonthMEET
Selfintroduction

Sep

What you did
1. Students have to makeintroducing card andtake video bythemselves.
2. Students have todiscuss how tointroduce the mostparticular part of school.

Your students attitude/reflection
Most of students can introduce self, butwhen they have to cooperate eachothers to discuss how to introduce
school, it’s more difficult for them tobrief by English. But they were so happy
that partner school post their portrait on
the board of their school.

1.

Role players game toknow the hot spring
history of Beitou..
Lion Dance learning andvisited Matzu temple.
Making introduce bookofhotspring,,museum,bik
e carrier,Hokutolite,lion
dance,Matzu
Temple,ect.

When they experienced the culture
programs, they could show theenthusiasm on every programs andappreciated they getting such a good
opportunities. But when they have to
make a presentation by English, some ofthem felt lots of pressure. IN the otherhands, they can know the students ofJapan were proud of own culture.

Discuss the theme ofmural painting.
Discuss how to design
the composition.
Students design themural painting.

1.

2.

SHARE
Research on
the theme

Oct

3.

1.
2.
3.

UNITE
United message/

Mural design

2.

Nov
3.

Students were very impressed theactivity of the “give me five”, they
could really interact with each other.
We learn the presentation way frompartner school, it’s really more easy
for our students and let partner
school understand the meaning.
Students felt pressure about thedifferent instructing way from otherteachers, especially the teachers incharge of mural painting were nottheir tutor.

Subject

EnglishSocialStudiesEnglishSocialStudiesEnglishArt1.

CREATE
Mural painting

Jan

2.

1.
2.
APPRECIATE
Reflection/
Appreciation

Feb

Students and teacher
designed thecomposition of muralpainting
Students and teachers
painted for completingthe mural painting.

1.

Students wrote thefeedback.
Students brief theirappreciating to the oneofclassmatesandsharedwhat
they
learning and how they
feel about this project.

1.

2.

3.

2.

3.

Some of students didn’t haveconfidence
fordrawing
thecomposition.
Students were enjoy in painting andsome of them come to school for
painting in winter holiday.
Students felt achievement while
completing the mural painting..
Students were impressed toconfidence of Japanese students.
Students knew the value of culture
learning and would like to share toothers if they can in the future.
Students felt a little bit sad about
Japanese students will graduate inthe end of Mar.

ArtSocialStudies
Art# 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

Scenes / points teachers felt the effects

Understanding yourown cultures

4.5

Understanding yourpartner's cultures

4

Even though students were able to learn the local culture through thisproject, but we had limit time to let every student reading the relative
literature of local culture.
Students could understand the partner’s presentation due to they brief
clearly with drawing or short drama play.

4

Sharing questions and answer through skype can let student focus how
find the way to understand the own culture and the unique point.

4

Most of students were excited in interactive activities, few students felt
hard to communicate by English, especially they are special students.

4

Students learned why community members would like to promote thelocal culture and protect the nature environment.

4

Students like the culture programs and love culture exchange to partnerschool, but few of them didn’t like the home work of art.

4

Few students couldn’t corporate with others so well because they
didn’t have team skill since before.

4.5

Student learned from different way of expression, like making video,
introduction board, culture book, and presentation card.

5Students learned how to appreciate from every culture programs andpartner school.In the end, they knew the value of culture learning andhow to accept and understand the different culture between each other.

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)

Appreciation ability(the mural, the wholecollaborative learning)