REPORT Artmile International Collaborative Learning 2023
Country/Region [ Taiwan ]School [ National University of Tainan Affiliated Primary School ] Teacher [ Dai-Ying, Yang ]Grade ( 5 ) Member ( 31 )JP School [ Saitama University Elementary School ]Teacher [ Ryuichi Yoshino ]# Subjects, Activities and Hours of the lessons
Subject
Conception of the lesson
1. Research the theme (Goal 6) with iPads.
2. Categorize the results into three levels: global, national, and locallevels.
3. On a global level, discuss what other problems come along with thelack of water resources.
4. On a national level, discuss what are the causes of the shortage ofIntegrative
water in Taiwan.
Activities
5. On a school level, observe if there are behaviors of the waste of thewater. Then, discuss the possible solutions.
6. On a school level, observe and analyze the water bills from January2022 to September 2023.
7. Share the research results with our partners and exchange ideas.
8. Discuss what kind of future we would like to create and how to achieveit.
1. Discuss the graphic symbols of Taiwan.
2. Integrate the symbols with what we have learned and put them intodraft.
Art
3. Design the draft in groups.
4. Assemble the drafts on the canvas.
5. Appreciate the mural from
6. Paint the mural.
1. Learn basic English vocabulary about SDGs and the Goal 6: Clean
Englishwater and sanitation.
2. Give feedback to partner school’s thoughts, draft, and paints in English.

Hours

20108

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

Goal 6: Clean water and sanitation
To reach an ideal world where every people, regardless of gender and ethnicity, canhave clean water to use, we should share water, reuse used water, and don’t waste
water resources. In addition, nations should encourage people to invent facilities
that could help reuse or recycle water, such as rainwater harvesting and a kind ofmachine that could filter dirty water into clean water. Nations should also enforce
laws to forbid factories to discharge waste water. Then, by working together, wemight create a world, like the painting Adam and Eve, where in our painting,represented by a Japanese girl and a Taiwanese girl, in which the availability andsustainable management of water and sanitation are ensured for all.

Attach photos of your students painting and a completed mural.

# Effects and Problems
Effects your students have gained
Points for further improvement
Before participating in this project, students 1. It is a great experience to participate in thisused to take the daily use of clean water for
project. However, as a subject teacher
granted. They think having clean water to drink or(Integrative Activities) who only have one class
to bath is deserved. However, in this project, theya week, it is difficult for me to lead an in-depth
have learned that people in some countries had todiscussion. If there’s a chance to participate
travel afar to fetch water. In addition, the scarce ofagain in the future, I would invite a homeroom
clean water is accompanied by other issues, suchteacher to join.
as gender inequality and child labor. Also, although 2. Our students look forward to speaking directly
it is convenient to drink water in school from waterto our Japanese peers. Therefore, next time I
dispensers, they understand how much waste
may incorporate virtual conference platform
water it produced to just have a glass of water.
(such as google meet or Webex) so that
They now know the importance of cherishing water.
students could communicate directly.
In terms of behavior learning objectives, they
are more able to cooperate and communicate with
their peers. They see and appreciate the devotionof their peers, too. Moreover, it is the first time they
cooperate with Japanese peers to finish the paintand it has done an impression of them.

# How has your impression toward your partner’s country/region and the world changed?
Changes in the students
Changes in the teachers
1. Before participating the project, some students 1. The solutions proposed by Japanese students
originally thought that there are no water
tend to be more idealistic, while the solutions
shortages in any countries in the world. Some
proposed by Taiwanese students are more
students thought in Africa, where water
practical. I wonder if this difference isshortages occur more frequently, it is the boys
influenced by the characteristics of the leading(because they are stronger) who walk longteachers?
distance to fetch.
2. It is proven that the issues of the Sustainable.
2. Also, through this project, the students have.
Development Goals (SDGs) should not become to realize that Taiwan is also experiencing
addressed individually but rather treated as awater shortages.
bundle and handled together.

# Flow of the Activity
ContentMonthRESEARCH

2023

the theme

Aug-Nov

SHARE

2023

with thepartner

Sep-Nov

What you did
Your students’ attitude/reflection
1. Research the theme
1. Students enjoy group discussions(Goal 6) with ipads.
because they can share ideas with
2. Watch topic-based.
each other.
videos clips and2. Through this project learning,
discuss some possible
many students realize that tocauses and solutions.
produce a glass of drinking water
3. Observe what are somefrom campus water dispensers, themisbehaviors of wasting
dispensers generate more waste
water on campus andwater.
discuss some possible
3. Students realize that Taiwan issolutions.
actually a country of water
4. Discuss the ideal future
shortage.
of Goal 6.
1. Introduce ourselves.
1. Some students enjoy the self2. Share our findings in.
introduction session because it
the previous stage withallows them to interact with theirour partners.
Japanese counterparts. Somestudents even suggest that if
there are opportunities toparticipate again in the future,they would like to become penpals with their Japanese partners
and get to know each other better
through exchanging letters.
2. Some students suggest that theywould like to interact directly withJapanese children through videoconferences so that they could
share their ideas more clearly anddirectly.

Subject

Integrative
Activities,
EnglishIntegrative
Activities,
EnglishUNITE2023

the thoughts

Now-Dec

CREATE2023 Dec-the mural

2024 Jan

APPRECIATE
the wholelearning

2024
Feb-Mar

1. Unite our thoughts withour partners.
2. Discuss the topic of thepainting.
3. Discuss the draft of thepainting.
1. Students individually
draw their ideal future.
2. Discuss what should beincluded on the canvas.
3. Appreciate partners’
painting.
4. Students draft theirideal future on thecanvas.
5. Students paint thecanvas.

1. Publicly display thefinished artwork.
2. Review the wholelearning process.

We have discovered that Japanese
students' thinking goes beyondconsidering what they can do. They
also consider what businesses orgovernments can do. It feels liketheir thinking is more extensive.
1. When students see the Japanese
partners’ artwork, they feel excited.
They are eager to get closer to thecanvas and carefully observe thepaintings. Moreover, students findit creative that the Japanese
partners depict their solutions
inside the balloons.
2. Many students enjoy painting theirnames behind the canvas, it
makes them feel as sense ofbelongings. They also feel having
their artwork collected in Japan isa cool thing.
1. Students also feel a sense ofachievement when their completed
works are publicly displayed.
2. Students enjoy this project
because they can learn more
about other countries throughvideos and discussions.

Integrative
Activities,
ArtArtIntegrative
Activities,# 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

5

Active learning

3

Critical thinking

4

Scenes and reasons that teachers felt the effects
1. Many students express that they now have a better
understanding of the situation of water scarcity in Africa, as wellas the unequal distribution of water resources in the world. They
have realized that having access to clean drinking water is not
as easy and ordinary as they originally thought.
2. Through collaboration with Japanese partners, students have
had the opportunity to interact with people from different
cultures, observe how they perceive and understand things.
As a subject teacher, most of the time, I only meet my students
once a week. Therefore, it is a bit challenging for me to initiate
their motives and encourage them to learn actively.
Through conversations and discussions with peers or exchanging
ideas with Japanese partners, students learn to see things fromdifferent perspectives.

Collaborating withdifferent people

5

Expressing in words,
in shape4

1. Many students express that they enjoy working together with
their classmates and Japanese partners to complete the mural.
Some even mention that they initially find it challenging to painton this huge canvas, but to their surprise, they are able toaccomplish it together as a team!
2. Some students express that they enjoy the process ofdiscussing with their classmates because they could heardifferent perspectives and also share their own viewpoints withtheir peers.
3. One student expresses that to solve the water scarcity issue,
just like the river in our artwork, we need to have a "One World,
One Family" concept. Everyone needs to work together to solve
the problem.
1. Students are required to express their thoughts within a certain
number of words counts during the learning process. They arealso expected to present their ideas in complete sentences.
2. In terms of oral presentation, students are also expected topresent their ideas in complete sentences.
3. Since ‘expressing in shape’ is not regarded as the learning
goals of this project, I do not see much progress in this part.