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COLEGIO LOS ÁNGELES-WINDHAM HIGH SCHOOL STUDENTS EXCHANGE PROGRAM 2014-2015

This program facilitates students to explore history, art, literature & improve L2 language skills. It aims to enhance global awareness, foster relationships, and prepare for college. Host families and teacher involvement are key for cultural exchange. The program includes personalized student pairing and diverse field trips in the U.S.A. and Spain. Students engage in daily routines at host schools and visit iconic destinations to understand cultural diversity.

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COLEGIO LOS ÁNGELES-WINDHAM HIGH SCHOOL STUDENTS EXCHANGE PROGRAM 2014-2015

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  1. COLEGIO LOS ÁNGELES-WINDHAM HIGH SCHOOL STUDENTS EXCHANGE PROGRAM 2014-2015

  2. OBJECTIVES OF THE PROGRAM FOR STUDENTS • L2 Improvement. • Historyfrom L1 & L2 countries. • Art from L1 & L2 countries. • Literaturefrom L1 & L2 countries. • Global Awareness. • ForeignAwareness • CollegePreparation. • Building of Life-Long Relationships. • Building Up Students’ Self-Confidence. • Learning of Micro-Globalization of theWorldbyBuilding Bridges.

  3. OBJECTIVES OF THE PROGRAM FOR STUDENTS • Personal Growth as Global Citizens. • BecomingMature & Responsible. • RespectfortheDifference and theDifferent. • Mind-BroadeningExperience. • Cultural Ambassadors of their Home Country. • DifferentApproachestoEducation. • Differencesbetweenthe American and SpanishSystems of Education. • Interpersonal Skills.

  4. OBJECTIVES OF THE PROGRAM FOR HOST FAMILIES • General Culturefrom L2 Countries. • Global Awareness. • ForeignAwareness. • Building of Life-Long Relationships. • Learning of Micro-Globalization of theWorldbyBuilding Bridges. • Cultural Ambassadors of their Home Country.

  5. OBJECTIVES OF THE PROGRAM FOR ORGANIZING TEACHERS AND INSTITUTIONS • TeacherReflection. • TeacherCollaboration. • DifferentStyles of & ApproachestoEducation. • Differences in EducationStructure. • Building of Life-Long Professional Relationships. • Creation of anOngoingDiscussiontoImprovethe Exchange ProgramonbothSides. • General Reflection and Creation of a Path of ActiontoImproveTeachers’ Practice.

  6. STUDENTS PAIRING PROCESS • Essentialforstudentstomakethemostout of theprogram. • Process: 1) Data Collection: a) Personal Interview withstudents. b) L2 level. c) Host Family Interview. d) Creation of Profiles. 2) Matching: a) Comparison of Profiles. b) MatchingaccordingtothoseProfiles. 3) InteractionbeforetheProgram: email, Facebook, Skype, mail… 4) Regular Checks: before, during and aftertheProgram.

  7. STUDENTS’ DAILY ROUTINE IN THE HOST SCHOOL • WelcomeReceptiononarrival. • InductionSessiononthefirstday. • Regular classattendancefollowing regular schedule. • In theclassroom, L2 students are considered L1 studentswithallrights and duties. • Teachersmustbeinformedbeforehandto prepare specificactivitiesfor L2 students in case their L2 levelisnothighenough. • Allthestudents in theprogrammustattendseminarsaboutfieldtrips (1 or 2 per week).

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

  9. BOSTON One of thequintessentialcities of Revolution and TransformationwithPuritansfleeingfrompersecution, patriotsprotestingtyranny and building a new nation, Boston nowadaysoffersmagnificenthistoricalwalkssuch as theFreedomTrail, colourfulneighborhoodssuch as China Town and anacademiclifedifficulttofindanywhereelse in theworld.

  10. MARK TWAIN’S HOUSE AND MUSEUM Located in Hartford, wevisitedthe home of one of America’sliterarygiants, Mark Twain. Whilethere, wetouredhis home—builttohisspecifications—and theadjoiningmuseumwherewecouldhave a look at hisinventions and hisinvestmentsflops. Wevisitedtheexhibits and viewed and information film aboutTwain’slife and histravels in the U.S.A. and Europe, apartfrom a specialexhibitonspiritism.

  11. NEW YORK WelearnedaboutthecitybytouringtheMuseum of New York City. Wealsovisited El Museo del Barrio, wherecultureblendingoccurs, tolearnabouttheinfluence of Hispaniccultureon New York City. Of course, wehad a coach tour toenjoyBattery Park withtheStatue of Liberty in thebackground, GroundZero, Manhattan streets and ambience. Finally, weheadedto Central Station and Times Squarefor shopping and dinner.

  12. PLIMOTH PLANTATION A reconstruction of anearly American settlementfromthe 17th century, wevisitedthevillagewherewehadthe chance tospeaktoNativeAmericans and colonists. Afterwards, wedroveto Plymouth Rock and strolledalongPlymouth’swaterfront and through Nelson Park, stoppingtovisittheMayflower II.

  13. SALEM Salem offersmanypoints of interestincludingitshistory as a maritimecommunity, a hub of theTrangleTrade, and focal point of American literature. Of course, welearnedaboutthefamouswitches of Salem at Gallows Hill Theater and took a walkonthespookyside of Salem in CountOrlok’sHauntedHouse in thisclassic New England Town.

  14. THE MALL Wehadthis casual triptosuburbanAmerica. Malls are a uniquely American institution, arising as Americanslefturban centers and begantolive in suburbs. Prior toourvisit, weexploredthe role of malls in changing American culture and considerthefuture of themall in an era of online retail. WevisitedBucklandHillsMall in Manchester, Connecticut.

  15. UCONN Thisfieldtripwasnotoriginallyontheprogram. Wevisited and touredthispublicuniversity, so studentscouldhave a firstimpressionabout American Universities. Wewereexplainedthedifferentdegrees as well as thepossibilities of obtainingscholarships. WealsoattendedaninternationalsymposiumonhumantraffickingorganizedbyLawyerswithout Borders and the U.N.

  16. YALE AND THE NEW ENGLAND MUSEUM OF MODERN ART Wevisited Yale, one of theoldest and mostprestigiousuniversities in the US, for a tour and informationsessiononthestudiesoffered. After a walking tour aroundtheuniversityvisitingthemainlibrary, students’ dorms and theAdmissionsDepartment, weheadedtothe New BritainMuseum of American Art, wherewehadtheopportunity of enjoyingtheircollection and specialexhibitions of quilts.

  17. MADRID Thehistoricimportance of the capital city of Spainisout of doubt. History, art, architecture, literature… Wevisitedlandmarkssuch as Retiro, Puerta de Alcalá, Puerta del Sol, Ópera, Palacio Real y Plaza Mayor. Apartfromthat, theSpanishstudentspreparedpresentationsaboutthedifferentmonumentsbeforehand so thattheygot more engaged in theactivities.

  18. AIRBUS Wevisited Airbus, home toone of themostimportantaeronauticalcompanies in theworld. Studentswereabletoseehowdifferentsections of a plane are designed and made in thefactory. Studentslistenedto a specialist in thefieldtalkaboutalltheprocess of manufacturinganairship. Duetosecuritymeasures, theonlypicturewecouldtakewas in theAssembly Hall.

  19. UNIVERSIDAD REY JUAN CARLOS I Thenewestpublicuniversity in Madrid withcampusesondifferentlocations. Thestudentsweredividedintogroupsvisitingthe campus wheretheywouldfindinformationaboutthedegreestheywereinterested in. Theyhad a seminaronhowtogettheaccesstotheSpanishUniversitySystemevenfrom a foreign country. Of course, theyhad a tour aroundtheuniversitytovisititsfacilities (e.g.library, labs, etc), recreationalareas, etc.

  20. TOLEDO TheImperal City isone of themostimportanttouristattractions in Spain and a crucial landmark in everlasting time forSpanishhistory. Wevisited Hospital Tavera, Puerta Bisagra, Plaza Zocodover, Alcazar, theCathedral, theJewishneighborhood, Sinagoga del Tránsito, etc. Thestudentshadalreadylearnedaboutthiscity and itsrichhistorical al artisticimportanceduringone of theseminars, where a Historyteacherexplainedeverything in greatdepth.

  21. SEGOVIA AND LA GRANJA DE SAN ILDEFONSO Havingpreviouslyheld a specificseminarabout Segovia and La Granja, weheadedstraighttotheRomanAqueductduetoishistoricalimportance at a cultural level. Furthermore, wetouredaround fine example of Romanic art includingchurcheslike San Juan de los Caballeros. WealsostrolledaroundtheJewishquarter and Alcázar, aftervisitingtheCathedral. Afterwards, we set off to La Granja, whereweenjoyed a walkaroundthegardens and thefountainsstopping at differentpointstoexplain data of historical and architecturalimportance.

  22. ÁVILA The medieval walledcitypar excellence, weenjoyed a walking tour stopping at diversespots of historicalinterestsuch as thewall, theCathedral, San Vicente ortheConvent of Saint Therese. Studentshad, then, towork in groupstoparticipate in a gymkhana, wheretheyhadto look formonuments and write a short description of it and expresstheiropinionsaboutthem.

  23. SAINT LOUIS UNIVERSITY MADRID CAMPUS Saint Louis University, Jesuitinstitution, has a campus on Madrid. Studentsweregiventhe chance of attending a seminarwheretheywereexplainedthe American system and requirementstostudy in an American university in Spain. Theywerealsoinformedaboutfees, enrollingprocedures, scholarships and thedifferentprogramsthat are run in Spain.

  24. SATISFACTION SURVEYSSPANISH STUDENTS a) What grade wouldyouassigntotheorganization of thefirstleg of thetrip? 9,2 b) What grade wouldyouassigntotheactivities and fieldtrips in the U.S.A.? 7,8 c) What’syour grade of satisfactionwithyour American host family? 9 d) Do youthinkthefirstleg of theexchangeprogramfulfilledyourexpectations? 9,5 e) What grade wouldyouassigntoyourpartner’sattitude in your home? 8,5 f) What grade wouldyouassigntotheactivities and fieldtrips in theSpain? 8,7 g) What grade wouldyouassigntotheorganization of thesecondleg of thetrip? 8,5 h) What grade wouldyouassigntotheteacher in charge of theexchangeprogram? 9,9

  25. AMERICAN STUDENTS a) What grade wouldyouassigntotheorganization of thefirstleg of thetrip? 7,8 b) What grade wouldyouassigntotheactivities and fieldtrips in the U.S.A.? 7,9 c) What’syour grade of satisfactionwithyour American host family? 8 d) Do youthinkthefirstleg of theexchangeprogramfulfilledyourexpectations? 9 e) What grade wouldyouassigntoyourpartner’sattitude in your home? 7,25 f) What grade wouldyouassigntotheactivities and fieldtrips in theSpain? 7,13 g) What grade wouldyouassigntotheorganization of thesecondleg of thetrip? 8,6 h) What grade wouldyouassigntotheteacher in charge of theexchangeprogram? 8,7

  26. HOST FAMILIES a) What grade wouldyouassigntotheorganization of thefirstleg of thetrip? 9,28 b) What grade wouldyouassigntotheactivities and fieldtrips in the U.S.A.? 8,28 c) What’syour grade of satisfactionwithyour American host family? 8,96 d) Do youthinkthefirstleg of theexchangeprogramfulfilledyourexpectations? 9,28 e) What grade wouldyouassigntoyour American student’sattitude in your home? 8 f) What grade wouldyouassigntotheactivities and fieldtrips in theSpain? 8,43 g) What grade wouldyouassigntotheorganization of thesecondleg of thetrip? 9,28 h) What grade wouldyouassigntotheteacher in charge of theexchangeprogram? 10

  27. 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.

  28. 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.

  29. THANK YOU VERY MUCH!

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