REPORT Artmile International Collaborative Learning 2022
Country/Region [ Taiwan ]School [ Ying-Qiao Elementary School ] Teacher [ Lin Yen Chun (Ajen) ] Grade (3-6) Member (19)
JP School [Sako Elementary School]
Teacher [ Mami Nakagawa / Ryota Fujiwara ]# 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.
CulturalKnow more about different cultures in the world and study the international
Understandingissues.
Research on the current situation of Taiwan and the world for the selected
SDGs issue, and put forward specific action plans.
SDGs Research
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.
To design mural drafts and collect relevant images.
ArtTo know and practice the skills of painting the mural.

Hours4414

610# Theme and Message of the mural
Theme
Message
United thoughts toshare with the world

Let’s create a world where all life can live in comfort
We hope to use intelligent technology to make life more comfortable for humans andvarious creatures in the ocean, and we call on everyone to take action and cooperate to
make the world a better place.

# Effects and Problems
Effects your students have gained
We have seen the growth of our students in theprocess of collaborative learning across internationalboundaries in the following ways:
A. In the aspect of international issues
Through data collection and analysis, students gained
a deeper understanding of the SDG issues theystudied and were motivated to put into practice what
they could in their lives.
B. In the aspect of cultural appreciation
Although Taiwan and Japan are not far apart, thestudents did not have a deep understanding of othercountries' cultures. Through sharing their researchwith each other, students gained a deeper
understanding of the current situation in othercountries, including Japan, and learned to respect thedifferences of each culture.
C. In the aspect of cooperative communication,Since we have a relatively small number of students
participating in the program, everyone must contribute
what they can in the process. The students learned
how to use each other's expertise to makecooperation more efficient, and how to think from theperspective of their foreign study partners andcooperate with their Japanese study partners in an
appropriate way.

Points for further improvement
Due to the difficulty of matching our semester
length to the program schedule, we find thatstudents have a tighter time schedule during theresearch phase, and we will adjust our course
schedule in the future to match the AICL studyphase as closely as possible.
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 students
Changes in the teachers
The students were unaware of the seriousness of the This year our students have selected SDG11
problem until they delved into international issues Sustainable Cities and Towns and SDG14 Marine
related to SDGs, and in the process of their research, Conservation for cross international collaborative
they also gained a better understanding of the current learning. In order to help the students explore thesesituation in many countries. At the same time, they two topics in greater depth, the teachers havefound that many people were working to change the conducted many discussions and research on theseworld, which gave the students a lot of inspiration. The topics.
students had thought that there might be many We
believethatthroughface-to-facedifferences between the problems faced by Japan and communication and collaboration with students fromTaiwan on the same issue, but after sharing with each other countries, students can get a more concrete
other, they realized that there were many similarities sense of the issues they are studying and enhancein our current situations and that they might be able their learning motivation.
to learn from each other in terms of solutions.
We are excited to grow with our students, to learn
more about the world, and to be touched by thepositive changes they are making.

# Flow of the Activity
ContentMonthRESEARCH
the themeSHAREwith thepartner

UNITEthe thoughts

CREATEthe mural

What you didTheteachers
provideseveral research or actions
that students could do
during the summer vacation
for the selected SDG11 andSDG14. Most of thestudents
identified
theproblems we faced in thisgoal through their actions
and tried to come up with
their own solutions.

Your students’ attitude/reflection
Subject
Some students found that improving theproblem requires sustained andSDGs
widespread action, which is not easy.
ResearchThey were thinking about how toeffectively promote the campaign.
CultureStudents also became more aware ofandthe issues related to SDG11 and SDG14
Internationin their lives, and became curious aboutalthe situation in other countries, hoping
Understan
to have further exchanges and sharing
dingwith international partners.

During this phase, we
exchanged
ideas
anddiscussedwithJapan
partners through the forum
and video conferences.

The students researched their own
cities and discovered the problems they
Culturefaced in their hometowns, and actively
andconnected to their own experiences andInternation
began to think about what they could doalto deal with these problems. They also
Understanlearned about the differences andding
similarities between themselves andtheir partners' hometowns and tried to
Presentati
understand more about the world’s
on skills
situation.

Nov

We exchanged our ideas
about the theme of mural,
and worked the sketch out
together by Google Slides
and the forum.

Dec
Jan

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

Students became more active in theirown lives, and to implement actions thatSDGs
they can take. They became aware that Research
they would be the person to takeinitiative for creating the future.
Communic
They also wanted to learn how other ation andcountries have different solutions to the cooperatio
same problem and to try to integrate n skills
these ideas into the mural.
During this process, the students not
only learned painting skills, but also
learned how to work as a team and help
each other solve problems when theyArt
encountered difficulties.
In particular, we found that the students Communicbegan to think with an international ation andperspective. They tried to incorporate cooperatio
more elements of the world in the mural. n skills
Let the mural represent not only aspecific ethnicity or culture, but also thespirit of a global village.

JunJulAug

SepOctAPPRECIATE
the wholelearningFeb

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 weplayed bingo game together
which related with theconcept of mural.

The students were very happy to see
their ideas appear on the mural and theyArt
felt a great sense of accomplishment
when the mural was completed.
Presentati
After completing the internationalon skills
exchange program, my students wereable to set practical SDGs action forCulture
themselves in their life, and gained aanddeeper understanding of current
Internationinternational issues. They became morealopen-minded towards different cultures
Understanand developed a sense of global
dingresponsibility, growing as global citizens.

# 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

Active learningand action

Critical thinking(objective, logical views)

Collaborating withdifferent people

Expressing in words,
in shape

Evaluation

Scenes and reasons that teachers felt the effects

5

The theme of the mural was about the SDG 11 and 14, and we learned
more about the situation in different countries by research.
Through sharing their research on SDGs to 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.

54

45

We encouraged students to discover things related to SDG11 andSDG14 from their own lives. Students were very interested in suchactivities and actively participated in the discussion process, andshowed strong motivation by suggesting many practical actions thatthey could implement in these two SDGs.
In the process of collecting and analyzing SDG-related data, thestudents made many critical suggestions on the current government
policies, and we also led them to think about how to propose feasible
solutions and try to share their ideas with more people.
The whole project involved collecting and organizing data, reporting,designing the draft mural and drawing, etc. The process required close
teamwork and discussion among the students, and they had to put
themselves in the role of foreign partners to think differently in order
to communicate effectively, and the students developed many
leadership and communication skills that were very helpful to them.
We used many different formats to unify and share the message wewanted to convey to the world, such as videos, presentations, murals,etc. In particular, we spent a lot of time discussing the core concept ofSDG into the graphic elements of the mural, and we are very happy withthe final result.