2017 IIME REPORTCountry/Region [ France ]School[ Collège La Loge des Bois ] Teacher [ Thierry Lambert ] Grade ( 9th )JP school [ Higashi- Atago Junior High School ] Teacher [ Takefumi Ohtsuka ]Member ( 21 )# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson

Hours・Localization of Japan with Googleearth :Time shift (day/night option).
Main cities and islands. Countries in the neighboring.
・ Exploration of Tama-City and the Higashi-Atago Junior High School
neighboring. Virtual tour with Google Street view.
・Japanese writing : very short explanation of the functioning of kanjis andromaji.
・Understanding the Japanese pupils' difficulty to read our latin alphabet. Usingof Googletraduction to build short Japanese words.
・Discovering Tama-City environment. Comparison between the great Tokyoand the Parisian agglomeration.

8

English・Conception of cards :Presentation cards
New Years cards.
・Research on paralympic sports and athletes.
・Reading and understanding Japanese pupils' cards

10Music

・Conception of a soundtrack for an upcoming video. The french students sangboth in French and Japanese the worldwide known Let it go from the famous
disney’s Frozen soundtrack (« Libérée délivrée » in French ; « レット・イット・ゴー»in Japanese).
・Last year’s video (key words « senonches kanazawa ») :https://www.youtube.com/watch?v=8zApronF4P4

5History&Geography# Theme and Message of the mural
Theme

Paralympic games (Tokyo 2020) / Handicap
Handicap can make us stronger

Message
United thoughts toshare with the world

# Effects and the Problems
Effects your students have gained
They gained a better understanding of Japan and its
culture. They enjoyed sending cards to theirJapanese pen-friends and to receive cards fromJapan. This project permits more english practice andimprovements. English reveals itself essential toexchange between our two cultures.

Points for further improvement
We dedicated two special days for the drawing or 12hours of work on the mural. Maybe the two days
must be more separated to permit some work on thestructure or some colors during the art class and topermit some schedule change in case of weather
happenings.
This year we had a lot of snow which blocked theschool buses for several days. As 3 out of 4 of ourpupils comes in buses, it blocked our second muralday for a while.

# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
Our school is in a rather isolated area. Our pupils do This project permits different teachers to work
not open themselves easily to the "outside world" together (essentially Physics & chemistry, English,
and easily mismatch China with Japan. Globally, they Art and Music but also French). We enjoyed working
were very enthusiastic and asked many questions on together and it's always delightful to work on
many different subjects (bamboo forest, Tokyo something which started at the other end of thetower, Mount Fuji, Japanese school uniform, world.
Japanese's houses ...).
They discovered theparalympic games and the courage of all these This kind of project permits a different connection
disabled athletes.
between pupils and teacher.
Some of our students have started to learn basic
kanjis, they enjoyed drawing japanese characters.
They find this writing quite artistic.

# Flow of the Activity
ContentMonthMEET
Selfintroduction

SHAREResearch on
the theme

UNITE
United message/Mural design

CREATE
Mural painting

SeptFeb

SeptNov

NovDecJanFeb

What you did-Making pairs(French-Japanese students)-FaceTime meeting-Presentation cards-New years cards
Using of several internet
resources :Looking for famous athletes
in former paralympic games.
What were their handicap,
their story. Selection of 4paralympic sport for themura
Sharing the exchanges onthe forum. We made two
FaceTime exchanges. We
plan a third for theaftermaths.
The exchange of cards
compiling some researcheson the theme.
Two "special days"
dedicated to the mural.
Rotating groups.

Your students attitude/reflection
Interested and motivated.

Subject

EnglishA lot of interest shown. Many students
didn’t realise that disabled people could
do such incredible performances.
Amputated people in swimming pools
puzzled a lot of our students.
They realised that there was something
behind the olympic games.
The exchange on the forum gives anunity between the referent teachers
AND the students.
Pupils were quite impressed seeing
each-other through the Face-Timeinterface. Though some phrases wereprepared, some were very shy.
Painting, singing, taking pictures in thepark, writing cards ... A lot of motivation,
fun and seriousness.

Physics

ArtEnglish
History

MangakainterventionMusicArtAPPRECIATE
Reflection/Appreciation

MarMayTo come :Creation of a notice toexplain the mural for parentsand visitor. We’ll make a halfscale replica of our muraland expose it in our local
museum.
Contacts with the local
newspaper

Proudness to see that their work will be
exposed or read.
ArtFrench# 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

Internet researches on French (and Japanese) Paralympic athletes.
Parallel with our school engagement towards disabled people.

Understanding yourpartner's cultures

5

In classroom : using google maps or translation to explore Japanese
Language

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)

3
4

Making of cards (powerpoint and handwriting). Preparation of phrases tosay during FaceTime moments.

3

Students realized the difficulties and courage the disabled athletes
encounter. These issues are somehow difficult to handle for youngsters.

4

3 out of 4 students were motivated enough to enlarge their work out ofschool to make the project advancing.

5

The professional mangaka (Jason Dilukeba) who went helping us wasvery glad of the active collaboration with almost all students.

5

Great artistic work of some students who took the lead on some of themural’s characters.

5

Globally the students were very motivated. Some were very efficient andtook their responsibility in the mural’s drawing.

Appreciation ability(the mural, the wholecollaborative learning)

Internet researches