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COLEGIO LOS ÁNGELES-WINDHAM HIGH SCHOOL

STUDENTS EXCHANGE PROGRAM 2014-2015

OBJECTIVES OF THE PROGRAM FOR STUDENTS

a) L2 Improvement.b) History from L1 & L2

countries.c) Art from L1 & L2

countries.d) Literature from L1 & L2

countries.e) Global Awareness.f) Foreign Awareness

g) College Preparation.h) Building of Life-Long

Relationships.i) Building Up Students’

Self-Confidence.j) Learning of Micro-

Globalization of the World by Building Bridges.

OBJECTIVES OF THE PROGRAM FOR STUDENTS

k) Personal Growth as Global Citizens.

l) Becoming Mature & Responsible.

m) Respect for the Difference and the Different.

n) Mind-Broadening Experience.

o) Cultural Ambassadors of their Home Country.

p) Different Approaches to Education.

q) Differences between the American and Spanish Systems of Education.

r) Interpersonal Skills.

OBJECTIVES OF THE PROGRAM FOR HOST FAMILIES

a) General Culture from L2 Countries.

b) Global Awareness.c) Foreign Awareness.d) Building of Life-Long

Relationships.e) Learning of Micro-

Globalization of the World by Building Bridges.

f) Cultural Ambassadors of their Home Country.

OBJECTIVES OF THE PROGRAM FOR ORGANIZING TEACHERS AND INSTITUTIONS

a) Teacher Reflection.b) Teacher Collaboration.c) Different Styles of &

Approaches to Education.d) Differences in Education

Structure.e) Building of Life-Long

Professional Relationships.

• Creation of an Ongoing Discussion to Improve the Exchange Program on both Sides.

• General Reflection and Creation of a Path of Action to Improve Teachers’ Practice.

STUDENTS PAIRING PROCESS• Essential for students to make

the most out of the program.

• Process: 1) Data Collection: a) Personal Interview

with students. b) L2 level. c) Host Family Interview. d) Creation of Profiles.

2) Matching: a) Comparison of Profiles. b) Matching according to

those Profiles. 3) Interaction before the

Program: email, Facebook, Skype, mail…

4) Regular Checks: before, during and after the Program.

STUDENTS’ DAILY ROUTINE IN THE HOST SCHOOL

• Welcome Reception on arrival.• Induction Session on the first day.• Regular class attendance following regular schedule.• In the classroom, L2 students are considered L1

students with all rights and duties.• Teachers must be informed beforehand to prepare

specific activities for L2 students in case their L2 level is not high enough.

• All the students in the program must attend seminars about field trips (1 or 2 per week).

FIELD TRIPS IN THE U.S.A. AND SPAIN

BOSTONOne of the quintessential cities of Revolution and Transformation with Puritans fleeing from persecution, patriots protesting tyranny and building a new nation, Boston nowadays offers magnificent historical walks such as the Freedom Trail, colourful neighborhoods such as China Town and an academic life difficult to find anywhere else in the world.

MARK TWAIN’S HOUSE AND MUSEUM

Located in Hartford, we visited the home of one of America’s literary giants, Mark Twain. While there, we toured his home—built to his specifications—and the adjoining museum where we could have a look at his inventions and his investments flops. We visited the exhibits and viewed and information film about Twain’s life and his travels in the U.S.A. and Europe, apart from a special exhibit on spiritism.

NEW YORKWe learned about the city by touring the Museum of New York City. We also visited El Museo del Barrio, where culture blending occurs, to learn about the influence of Hispanic culture on New York City. Of course, we had a coach tour to enjoy Battery Park with the Statue of Liberty in the background, Ground Zero, Manhattan streets and ambience.Finally, we headed to Central Station and Times Square for shopping and dinner.

PLIMOTH PLANTATIONA reconstruction of an early American settlement from the 17th century, we visited the village where we had the chance to speak to Native Americans and colonists.

Afterwards, we drove to Plymouth Rock and strolled along Plymouth’s waterfront and through Nelson Park, stopping to visit the Mayflower II.

SALEMSalem offers many points of interest including its history as a maritime community, a hub of the Trangle Trade, and focal point of American literature. Of course, we learned about the famous witches of Salem at Gallows Hill Theater and took a walk on the spooky side of Salem in Count Orlok’s Haunted House in this classic New England Town.

THE MALLWe had this casual trip to suburban America. Malls are a uniquely American institution, arising as Americans left urban centers and began to live in suburbs. Prior to our visit, we explored the role of malls in changing American culture and consider the future of the mall in an era of online retail. We visited Buckland Hills Mall in Manchester, Connecticut.

UCONNThis field trip was not originally on the program. We visited and toured this public university, so students could have a first impression about American Universities.We were explained the different degrees as well as the possibilities of obtaining scholarships.We also attended an international symposium on human trafficking organized by Lawyers without Borders and the U.N.

YALE AND THE NEW ENGLAND MUSEUM OF MODERN ARTWe visited Yale, one of the oldest and most prestigious universities in the US, for a tour and information session on the studies offered. After a walking tour around the university visiting the main library, students’ dorms and the Admissions Department, we headed to the New Britain Museum of American Art, where we had the opportunity of enjoying their collection and special exhibitions of quilts.

MADRIDThe historic importance of the capital city of Spain is out of doubt. History, art, architecture, literature…

We visited landmarks such as Retiro, Puerta de Alcalá, Puerta del Sol, Ópera, Palacio Real y Plaza Mayor.

Apart from that, the Spanish students prepared presentations about the different monuments beforehand so that they got more engaged in the activities.

AIRBUSWe visited Airbus, home to one of the most important aeronautical companies in the world. Students were able to see how different sections of a plane are designed and made in the factory.Students listened to a specialist in the field talk about all the process of manufacturing an airship.Due to security measures, the only picture we could take was in the Assembly Hall.

UNIVERSIDAD REY JUAN CARLOS IThe newest public university in Madrid with campuses on different locations. The students were divided into groups visiting the campus where they would find information about the degrees they were interested in.

They had a seminar on how to get the access to the Spanish University System even from a foreign country.

Of course, they had a tour around the university to visit its facilities (e.g. library, labs, etc), recreational areas, etc.

TOLEDOThe Imperal City is one of the most important tourist attractions in Spain and a crucial landmark in everlasting time for Spanish history.

We visited Hospital Tavera, Puerta Bisagra, Plaza Zocodover, Alcazar, the Cathedral, the Jewish neighborhood, Sinagoga del Tránsito, etc.

The students had already learned about this city and its rich historical al artistic importance during one of the seminars, where a History teacher explained everything in great depth.

SEGOVIA AND LA GRANJA DE SAN ILDEFONSOHaving previously held a specific seminar about Segovia and La Granja, we headed straight to the Roman Aqueduct due to is historical importance at a cultural level. Furthermore, we toured around fine example of Romanic art including churches like San Juan de los Caballeros. We also strolled around the Jewish quarter and Alcázar, after visiting the Cathedral.Afterwards, we set off to La Granja, where we enjoyed a walk around the gardens and the fountains stopping at different points to explain data of historical and architectural importance.

ÁVILAThe medieval walled city par excellence, we enjoyed a walking tour stopping at diverse spots of historical interest such as the wall, the Cathedral, San Vicente or the Convent of Saint Therese.

Students had, then, to work in groups to participate in a gymkhana, where they had to look for monuments and write a short description of it and express their opinions about them.

SAINT LOUIS UNIVERSITY MADRID CAMPUSSaint Louis University, Jesuit institution, has a campus on Madrid. Students were given the chance of attending a seminar where they were explained the American system and requirements to study in an American university in Spain.They were also informed about fees, enrolling procedures, scholarships and the different programs that are run in Spain.

SATISFACTION SURVEYSSPANISH STUDENTS

a) What grade would you assign to the organization of the first leg of the trip? 9,2b) What grade would you assign to the activities and field trips in the U.S.A.? 7,8c) What’s your grade of satisfaction with your American host family? 9d) Do you think the first leg of the exchange program fulfilled your expectations?

9,5e) What grade would you assign to your partner’s attitude in your home? 8,5f) What grade would you assign to the activities and field trips in the Spain? 8,7g) What grade would you assign to the organization of the second leg of the trip?

8,5h) What grade would you assign to the teacher in charge of the exchange

program? 9,9

AMERICAN STUDENTSa) What grade would you assign to the organization of the first leg of the trip? 7,8b) What grade would you assign to the activities and field trips in the U.S.A.? 7,9c) What’s your grade of satisfaction with your American host family? 8d) Do you think the first leg of the exchange program fulfilled your expectations? 9e) What grade would you assign to your partner’s attitude in your home? 7,25f) What grade would you assign to the activities and field trips in the Spain? 7,13g) What grade would you assign to the organization of the second leg of the trip?

8,6h) What grade would you assign to the teacher in charge of the exchange

program? 8,7

HOST FAMILIESa) What grade would you assign to the organization of the first leg of the trip?

9,28b) What grade would you assign to the activities and field trips in the U.S.A.?

8,28c) What’s your grade of satisfaction with your American host family? 8,96d) Do you think the first leg of the exchange program fulfilled your

expectations? 9,28e) What grade would you assign to your American student’s attitude in your

home? 8f) What grade would you assign to the activities and field trips in the Spain? 8,43g) What grade would you assign to the organization of the second leg of the

trip? 9,28h) What grade would you assign to the teacher in charge of the exchange

program? 10

AREAS FOR IMPROVEMENT

• STUDENTS SHOULD BE CHOSEN AT THE END OF THE SCHOOL YEAR WITH TEACHER RECOMMENDATION.

• STUDENTS SHOULD BE ABLE TO HOST IN ORDER TO ATTEND EXCHANGE SO THAT BONDS AND CULTURAL EXCHANGE MAY HAPPEN IMMEDIATELY.

• STUDENTS AND THEIR FAMILIES SHOULD SIGN A CONTRACT WITH THE SCHOOL WITH WHAT’S EXPECTED FROM THEM IN TERMS OF BEHAVIOUR, PARTICIPATION, ATTENTION, ETC. AND THE CONSEQUENCES IF THEY DON’T COMPLY WITHTHEM EVEN TO THE POINT OF BEING EXPELLED FROM THE PROGRAM.

AREAS FOR IMPROVEMENT

• ACADEMIC RIGOR:– STUDENTS SHOULD BE REQUIRED TO STUDY THE

HISTORICAL, LITERARY AND CULTURAL SIGNIFICANCE OF ALL EXCURSIONS IN THEIR HOME COUNTRY BEFORE HAND AND CREATE A PAMPHLET/GUIDE TO THE EXCURSIONS.

– STUDENTS SHOULD RESEARCH HISTORICAL, LITERARY AND CULTURAL SIGNIFICANCE OF EXCURSIONS IN THEIR HOST/EXCHANGE COUNTRY AND BE READY TO WORK ON REFLECTION PAPERS AFTER EACH EXCURSION.

– STUDENTS MUST PRODUCE AN END-OF-EXCHANGE PROJECT.

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THANK YOU VERY MUCH!