REPORT Artmile International Collaborative Learning 2022
Country/Region [ Taiwan ]School[ Lu Jiang International School ]JP School [ Shirogane Junior High School ]Teacher [ Rita Huang ] Grade ( 8 ) Member ( 78 )Teacher [ Mieko Hosoyama ]# Subjects, Activities and Hours of the lessons
SubjectConception of the lesson

Hours

English✥Introduce self, school, town, and country✥Teach postcard writing✥Record the postcards✥Learn English terms about the targeted SDGs, such as renewable energies
and ocean acidification✥Practice oral presentation skills

8Local Exploration✥Understand the energy crisis and the needs of renewable energy✥Analyze the advantages of developing offshore wind energy near our school✥Organize postcard contents through graphic organizers

5Art✥Design badges with student names and Taiwanese & Japanese features✥Practice drawing the chosen elements on the mural

6

ICT✥Create videos about self-introduction, focused SDGs, badge design, andculture sharing✥Display exchange postcards on Padlet website✥Search the Internet for related references✥Edit the forms and PPT slides for school feedback during online meetings

15# Theme and Message of the muralTheme

Clean Energy Lessens Ocean Acidification and Protects Marine Life

Message

After researching and studying our topic, both schools found that if we use clean energy
more and live a green life, we can lessen the impact of ocean acidification and otherimpacts of climate change. If ocean acidification can be reduced, we can protect ourmarine life and have a better, more sustainable future.
To achieve this goal, students can save energy in their daily lives. Also, the school andthe government can try to fix the problem.
Here are some examples from the mural that support these ideas. The mural is divided
into two parts, the land and the ocean. On the land, the two school buildings in the middle
are used to represent our friendship. On its left and right sides, students can be seen
riding bikes, taking the bus to school, and using energy-saving appliances at home. Inaddition, in the mural the government has set up some solar panels on the farm to store
renewable energy. Through “Go Energy, Go Life” efforts, sea creatures with bright colors
and details can be seen in the ocean, symbolizing the stable marine living conditions forthe creatures.

United thoughts toshare with the world

# Effects and Problems
Effects your students have noticed
They used to have only rough ideas about the SDGs,
but now they know them much better after having
studied them. In the process, they learned to raisequestions, search for practical and possible solutions
to the problems, and to brainstorm creative measures
to make a difference between now and in the future.

Points for further improvement
More time could have been spent on the videoconference so that students could have had morechances to interact with their partners about theSDGs and engage in cultural exchange.

# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
Japanese students’ attitude toward the project was Our teachers felt that the Japanese teachers arevery serious and hardworking, which further well-mannered and self-disciplined people. They areencouraged our students in their work. Our students’ good examples for our teachers and students toefforts can be clearly seen in their accomplishments. follow.

# Flow of the Activity
ContentMonthEXCHANGE
Self-introduction
Postcard Exchange

Ｊun.
Sep.

What you did

Your students’ attitude/reflection

1. Self-introduction videos:
Our teachers encouraged
our students to briefly
introduce themselves in ourvideos and then exchange
the videos with their
Japanese counterparts sothey could get to know one
another.

At that time, students worked hard toproduce their own videos at homeduring the COVID-19 lockdown. Even
though some of them were shy to speak,they still tried their best to introduce
themselves in order to make newfriends.

2. Postcard greetings:
At the beginning of the newsemester, teachers taught
students how to write an
English postcard. To show
their sincerity, students also
recorded the content of
theirpostcards
andconverted it into QR codes.
When our students received
the cards from Japan, theyfelt the warm blessing fromtheir Japanese friends. We
taught our students how togive feedback on thepostcards
through
thePadlet
websiteasa
friendship bridge.

When our students wrote their
postcards to Japan, they went througha few drafts before carefully writing
their final postcards. When theyreceived the postcards from theirJapanese schoolmates, they weretotally amazed! Not only did they write
beautifully, but they also drewillustrations and pasted stickers. The
whole postcard experience waswonderful, and the Japanese students
obviously put their hearts into it! Ourstudents also reflected that using a
postcard to communicate and writing
feedback on the Padlet website weregood ways to interact with new friends.

SubjectEnglish
ICTContentRESEARCH
the theme

SHAREwith yourpartners

UNITE
your thoughts

MonthSep.
Oct.

Oct.

Nov.

What you did

Your students’ attitude/reflection

1. Getting familiar with SDG
7 & 14:Teachers introduced thecore goals of SDG7 and SDG
14 and taught the conceptsof renewable energy andocean acidification. After
havingthenecessary
background knowledge, ourstudents searched for thelearning theme and drew on
their posters.

Using different methods of collecting
data gave students the opportunity tounderstand the SDG issues better. They
were able to make their own graphs andshare what they learned with others.

SubjectLocalExploration

2. Making Wind Turbines:
The school invited ØrstedA/S, a Danish multinationalenergy company, to hold agreen energy workshop forstudents
tofamiliarize
themselves with the green
energy industry and theadvantages of developing
wind power near our school.

EnglishOur students not only learned about thefuture development of green energy, butalso gained knowledge about how windturbines operate.

Student-to-student
concept sharing:
Teachers guided students towrite down what they haveresearched and share it with
their partners.

Our students thoroughly researched themain SDG issues and organized theirfindings into informative posters.

Deep discussion
After reading the reports
from SJHS, our students
deepened their discussions
from objective and criticalperspectives. They thought
about what they could do to
make our future better as
conscious creators of thefuture. The students madeonline posters and shot
videos to convey their ideas.

Our students knew that it’s important
to raise awareness about global warming
and its impact on the oceans. They
learned why the topic was worth
discussing. They also learned how toallocate work when making posters with
their classmates.

EnglishEnglishICTContent

MonthWhat you did

Your students’ attitude/reflection

Subject1. Mural painting draft
discussion：
Based on the bottom half ofthe mural that was firstcompleted by the Japanesestudents,
ourteachers
consulted with their students
about ideas on how tocomplete the upper half of themural. The students also used
iPad drawing apps to present
their draft.

The process of drawing the mural was funand interesting. Our students drew bothschools and a big heart to show our goodfriendship. While the students painted ourpart, they learned that if they want toaccomplish something, cooperation iscrucial! All of the things they do should bedone by everybody working together.

Art

2. Making badges as souvenirs
Our art teachers taught thestudents how to design
badges to express TaiwaneseandJapaneseculturalfeatures. This helped broaden
students’culturalunderstanding.

CREATEthe muralDec.
Jan.
Feb.

3. LJIS school event topromote the project withSJHS:
Our school held an event on
December 30th, 2022, called
the Starlight Festival. Thisevent aimed to exhibit thestudents' learning output
during that semester. All
parents and visitors from thecommunity were welcome tojoin the event. Our teacher
team grabbed the chance topresent the Japanese Mural
Project we completed with
Shirogane Junior High schoolthat year.

In the process of making the badges,
students added their partners’ names
around the edge of the badges. They drewsome cultural characteristics to represent
our two countries. For example, one
student drew Taiwan's pineapple cakes
and Taipei 101. For Japan, she drew
Aomori apples and Mount Fuji. Students
also used warm colors to represent theirfriendship. Through the finished badges,students promoted cultural exchange,
which they found to be a greatachievement.

Our student leaders promoted the key
points to the parents and the community.
For example, the government andbusinesses need to develop and use clean
and affordable energy to lessen theimpact of ocean acidification and otherimpacts of climate change. If ocean
acidification can be reduced, we canprotect our marine life. In addition,
students, teachers, and all citizens canlive greener lives to have a sustainable
and better future. This can beaccomplished by using environmentallyfriendlyproducts,
takingpublictransportation, and fishing responsibly.

ArtArtEnglishICTContent

APPRECIATE
the learning
experience

MonthWhat you did

Your students’ attitude/reflection

Mar.

Online Meeting with SJHS:
Before the meeting, ourteachers first guided thestudents to fill out a form toreflect on the whole projectprocess step by step. Then,
teachers organized thestudents’ responses into
PowerPoint slides. At thesame time, students listed
some interesting questions
they could ask their
Japanese friends during
Q&A time.

Through the online conference, ourstudents learned about the beautiful
culture and traditions of Japan, as wellas other information about the country.
Because of the mural project, bothschools’ students cared more about
clean energy and the ocean, exploring
their vision by interacting throughcross-culture activities.

Subject

EnglishICT# 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

3

Active learningand action

545

Our students were able to combine the ideas of each student in group
discussions, and through the division of labor they were able to collectdifferent opinions, which were then transformed into diverse diagrams,
posters, and videos. Our students learned the importance of cooperationand how to build strong teams.

5

Our students learned how to accurately describe and represent the SDGs
and clearly present their findings and learnings through verbal and visualmedia. They also learned how to show appreciation for the work of others
and build a sense of community.

views)

Collaborating withothers

Verbal and visualexpression

Throughout the Japanese mural exchange course, our students focusedmore on the SDGs issues, and most of the feedback was in the form ofpaper reports, which was a bit tedious. Because of this, some of thecontent was transferred to the Padlet website, allowing students to leavecomments through a one-to-many interactive platform to increase thefrequency and fun of interaction.
During the project, most of the courses were conducted in small groups.
Through problem-oriented dialogues, group members collected data for
discussion and integration, and used the information obtained to produce
posters and videos. From the initial writing to the filming of the video, ourstudents were progressively engaged in the learning process and began toactively seek solutions to problems. The students completed the muralquickly by dividing up the work in a well-organized manner. In the videoconference between the two schools, the students were able to clearly
express their views on SDGs issues.
After learning about SDG7 & SDG14, our students were able to discuss
how environmental sustainability starts in their daily lives. Through ourteachers’ guidance, the students were able to link their prior knowledge ofenergy and sustainability to further their own development.

Critical thinking(Objective and logicalExplanation