2018 IIME REPORTCountry/Region [ Taiwan ]School[Taipei Municipal Taiping Elementary School ] Teacher [ Sylvia Chen ]JP school [ Fujie Elementary School ] Teacher [ Hiroe Sakuma ]Grade (3-6 )# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson

Member (30)Hours Introduction of students
 Introduction of school Expression and communication

5Leadership andCollaboration

 Planning, negotiation and decision making.
 Integrate the opinions from every group members
 Work in cooperation

10Social Studies

 Research and realize our culture Understanding and show respect to different cultural features

5 Show the theme we research by drawing
 Mural painting

10Language

Art# Theme and Message of the mural
Themeculture
The mural we created together are painted by Fuji Elementary School on the left andTaiping Elementary School on the right. In the middle, a rainbow representing peace has
connected Japan and Taiwan. Although there are many different things between Japanand Taiwan, but we can always find out what’s in common and show respect to different
cultural.

Message
United thoughts toshare with the worldFirst, Japan painted the famous building, Tokyo Tower; and we painted Taiwan's famousbuilding, Taipei 101.
There is Mount Fuji behind the Tokyo Tower, a mountain that represents Japan. There
are many mountains in Taiwan, so we picked Alishan, which is rich in Taiwanese culture.
There are small trains and sunrises in Alishan, so we also painted these, make it more
obvious that it is Alishan.
Then there is the cherry blossom tree in front of the rainbow. The cherry blossom is thenational flower of Japan, so we painted our national flower - plum, and the banana is thefruit of Taiwan, so we painted the banana tree.
Japan drew sushi and we drew Taiwanese food like pearl milk tea, stinky tofu and Xiao
Long Bao. Japan painted the local loyal dog, and we painted the stone lion. Japan painted
the lanterns of ceremonies, and we painted the sky lanterns.
There are many cultural features similar or different between Taiwan and Japan in themural, which let us know more about each other's culture.

# Effects and Problems
Effects your students have gained
 Research skills
 communication skills
 information technology skills
 cooperation skills

Points for further improvement
 Set a deeper theme to talk about with partner.
 After research the theme, we can show it increative way like music, drama or poems.
 Skype meeting should be arrange.

# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
・Do not think English is difficult like before. They ・It’s the first time to join the IIME project. It's aare willing to interact with foreign students now.
pleasure to collaborate with Japanese partner. I learn・Realized our own local culture, Care more about our
how to communicate with Japanese partner.
culture and feel proud of it.
・I love to watch the photos and read the messages
・collaborate
・Be more confident and responsible to solve any on the forum. It’s an unforgettable experience.
problem.

# Flow of the Activity
ContentMonth

MEET
Selfintroduction

SHARE
Research onthe theme

UNITE
United message/

Sep.

Oct.

Nov.

Mural design

CREATE
Mural painting

APPRECIATE
Reflection/
Appreciation

Jan.

Feb.

What you did
Recorded theself-introduction video.
Made school introduction
video.
Read and response to theintroduction cards fromJapan.

Your students attitude/reflection
Subject
Some of them were nervous andchallenging, some of them feel confident
to record the self-introduction video.
6th grade student were in charge ofintroducing the most particular part ofLanguagschool. They spent some time to prepare
e/and did it really well.
communi
They all very excited of receive thecation
introduction cards from Japan. So weread and responded to every single card.
Students thought it’s interesting toknow the subjects and activities otherschool have.
Students discussed what they want toResearch on the theme
share about the topics, tried to integrate“culture”, we choose
the opinions from every group members,Taiwan, Taipei, ourLeadersthen collected information on thecommunity and our schoolhip /internet, and arranged it to made posters
as topics, to find out what’s of “special animals of Taiwan”,” Taipei
Socialspecial in Taiwan’s culture. City Walls”,” tea shop”,” Ningxia nightstudiesmarket”,” lion dance” and” schoolchicken”. They were positive and activein the process.
Japan show their draft andStudents were excited recognizing thewe decide one.
element they known on Japanese draft.
Languag
Based on the Japanese
And they also happy to learn the culturee/draft, we research whatfeatures what they didn’t know before.
communiculture features of Taiwan
Students love the pictures from
cationcan be corresponded with on Japanese students, and feel interested
the mural.
to design the other half mural.
Designed the composition of Students were really enjoy in painting
the mural. They feel a little difficult atmural.
the beginning, because the mural is big
Art /Painted the mural.
and they are not control it very well. But
collabor
they learn to handle it and have fun soon.
ation
They were very motivated during
painting and communicate with other tocomplete the mural.
Wrote the feedback work
Students feel honor to send the mural as
Languag
sheet.
a graduation gift to Japanese students.
e/
Wrote the appreciation
Students cherish the process we have.
Affectio
letters.
They wrote some heartfelt blessing
nletters to wish them a happy graduation.

# 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 cultures4

Students collected information on the internet, and arranged it to madeposters.

Understanding yourpartner's cultures

4

Japan share their trip to let us know the famous traditional buildings,interesting activity in Kyoto and Nara.

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)

4
4
3
5

Students ask questions or write down their opinions, and teacher post it
on the forum.
Students ask questions about Taiwan’s culture and Japan’s culture.
It ’s not often to have the opportunity to do international cooperative
learning in our school, so students are full of motivation to do it.

4Students practice their cooperation skills in class group. IIME provides areal opportunity making students to work and achieve goals together.
There is little direct collaboration between my students and Japanesestudents. Most of time just me and the partner teacher try toStudents are more confident to express their ideas, they will use theirown suitable way to do it.

4Students cherish the process we have. They wrote some heartfelt
blessing letters to wish them a happy graduation.

4

Appreciation ability(the mural, the wholecollaborative learning)Students collected information on the internet.