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 Teaching and learning should always be relevant – whether it’s related to your degree or extra-curricular activities.

 While Tecmilenio teaches its students necessary workplace skills, it also teaches them about the importance of wellbeing, and proposes positive practices, including how to manage emotions, how to engage in the workplace, how to have positive relations with others – and most critically, how to have meaning in life.

 Providing work-integrated learning opportunities and getting students out into the real world

 It’s out with traditional classroom-based learning (not entirely) and in with work-integrated learning.

 Students who have the opportunity to get out of the classroom can gain genuine business and industry insights, develop their awareness of workplace culture, and also enhance critical workplace skills, such as positive leadership and communication.

 It’s also a great opportunity to help students them gain a better sense of what their purpose in life is.

 It’s important for students to realize they shouldn’t consider themselves to be in competition with their peers when it comes to test scores and assignments.

 Where there’s competition, there’s pressure. While a sense of competition can be good, it can be hard to know where to draw the line, which is why Tecmilenio encourages its students to build their own internal motivation and work together, rather than against each other.

 Showing students how to learn from their mistakes

 It’s important to encourage students to learn from their mistakes and view them as an opportunity to improve. A lot of the time, setbacks and ‘failure’ can be the catalyst for future success as lessons are learnt.

 While students are equipped with the tools and theories necessary to deal with and overcome the challenges of everyday life, they’re also encouraged to identify their strengths and characteristics and how they can best use them.

 Professors and lecturers aren’t just teachers – they’re mentors too. For students to see and understand the paths their professors have been on to get where they are today can be both inspiring and valuable.

 Exploration in both your academic and personal life is important.

 We shouldn’t underestimate the power of what going beyond your comfort zone can do. If you’ve always wanted to join a student organization, society or club, what’s holding you back? Get involved if that is something that you really what you want to do – and if there isn’t a club or society that’s set up for what you enjoy or are interested in, set one up yourself.

 It’s these experiences that can help build your confidence, positivity and engagement within the local community.

 Have you considered studying an education degree abroad? Whether you want to be a teacher, an educational advisor, or an instructional designer, you can find all you need to know about how to study education programs abroad using our guide.

 Are you passionate about learning? Is your dream job to become a teacher? Or, maybe you're wondering about jobs in education that are not teaching? Regardless, if you want to turn your passion for knowledge and learning into a career, continue reading to discover why an education degree or a teaching degree might be right for you.

 Essentially, education programs prepare students to become deliverers, designers, or coordinators of systematic instruction and learning. Though often taken for granted, the ways in which we strategically pass information to each other, whether the information involves the laws of gravity, the structure of haiku poems, or ancient history, are incredibly important. Education is one of the most important elements of modern society, and any career path in the field will lead students to a meaningful career.

 If you're wondering, 'What is a teaching degree, and how is it different than an education degree?', you're not alone. There's a lot of overlap between a teaching degree and an education degree in areas such as pedagogy, learning theory, curriculum development, educational management, and educational assessment. However, an education degree typically takes a broader focus on education systems, administration, curriculum development, and policy while a teaching degree prepares students to become teachers, and has a narrower focus on teaching skills and classroom management.

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 If you’d like to study education programs abroad, one of the first things you’ll notice is that you have many options. In order to get further in your student journey, you’ll need to choose what kind of education or teaching you want to study.

 Join an analytical and creative career in designing educational and professional learning programs.

 There are many types of education degrees out there. Ensure that you understand what your future career path requires, and plan your future accordingly.

 A certificate in education takes around one year or less, and gives students specialized skills in certain learning environments and age groups. For example, a certificate might focus on early childhood education, art education, or adult education.

 A graduate certificate often functions as a supplement for students who already have teaching knowledge and would like professional development. These typically will specialize in areas such as education administration or instructional design.

 In order to be a certified teacher, students must obtain a teaching credential, certificate, or license from an authoritative source such as a national government. Credential programs vary, but the standard program takes about year and a half, where the first semesters are usually classes and the final semesters are student-teaching.

 There are significant differences as to the qualifications that different teaching jobs require in different countries. The credential will often require the completion of courses, student teaching hours, observed lessons, and other state, regional, or national requirements or exams. The most important thing is to ensure that your qualifications are accredited by the relevant education agency in the country and region you would like to work in.

 There are significant differences as to the qualifications that different teaching jobs require in different countries. The credential will often require the completion of courses, student teaching hours, observed lessons, and other state, regional, or national requirements or exams. The most important thing is to ensure that your qualifications are accredited by the relevant education agency in the country and region you would like to work in.

 Most teaching certificates are not accepted as a universal qualification for teaching. Many are more national or local, where a person gets certified to teach in a particular country and need to pursue an additional qualification to work elsewhere. Only some teaching certificates can be international, such as with International Baccalaureate teaching certifications, where a person can get certified in any licensed country to teach in any school around the world that offers that specific program.

 A bachelor’s degree in education will usually take around three or four years. At the bachelor’s level, students typically learn core concepts such as pedagogy, developmental psychology, and instructional design. Some teaching credential programs can be completed concurrently with an undergraduate degree, but the student teaching portion is usually done after completing bachelor's degree.

 A education degree at the master’s level takes around one or two years. This degree type is usually focused on a specialization, such as Higher Education or Educational Leadership. Students interested in specific career paths, roles, or research should look into a master's degree in education.

 If you want to join the growing number of international students who study education programs or teaching degrees abroad, find more country-specific study abroad information in our country guides. Here are some reasons why studying an education degree abroad might give you the edge you're looking for.

 It is best to pursue teaching certification in the country or state where you want to get a job. If you're aiming to start an international teaching career, then studying education abroad could be perfect for you. Whether you hope to become a teacher in the formal education system or spend some time teaching english abroad, a teaching degree can open doors to a wide variety of opportunities.

 Exposing yourself to different ways of teaching and classroom management is a sure way to become an incredible educator. Learning about the structure and practices of education in different countries will give you a wide range of skills to cater your own teaching to students' diverse learning styles.

 Whether you aim to teach students in an IB program or hope to coordinate study abroad programs, there are many careers to look forward to in international education, especially at the higher education level. Studying education abroad could be ideal for those who want to work with global educational programs or even international education at home.

 Education is a very versatile field that can be connected to careers in a variety of other fields and industries. Knowing how to teach someone effectively is a universally monetizable skill that applies everywhere. Whether you become a math teacher, a corporate trainer, or a life coach, education skills learned alongside intercultural communication skills while studying abroad will be endlessly useful.

 If you're interested in a teaching job, be clear about which subject you want to teach and which level of education you want to work at (primary, secondary, etc). Ask yourself whether you want to pursue your favorite subject as a field of study/research or you want to learn to teach that subject - studying how to teach a subject is completely different from studying the subject itself.

 This is your opportunity to focus on students as unique and diverse individuals. Consider how introductions can lead into a productive and welcoming classroom environment. Instead of just asking general questions concerning their name, major, and years at Vanderbilt, ask them questions that are pertinent to the subject and the atmosphere you want to build through the semester. Here are some examples:

 In a geography or history class, you may want to ask students to introduce themselves and explain where they are from. You could mark these places on a map of the world as they talk.

 In a math class, you may want to ask the students to introduce themselves and state one way mathematics enriches their lives every day.

 You may also want to have the students break into pairs, exchange information, and introduce one another to the class.

 This may also be a good time to give your students an exercise that enables teachers to assess the state of their students’ previous or current learning. Examples of these Classroom Assessment Techniques (CATs) can be found on our Web site, but include the following.

 The Background Knowledge Probe is a short, simple questionnaire given to students at the start of a course, or before the introduction of a new unit, lesson or topic. It is designed to uncover students’ pre-conceptions about the area of study.

 Discuss and Evaluate the Room Environment Together

 As your students are introducing themselves and you are talking to them, ask your students to comment on the acoustics and remain conscious of how well you can hear and see each of them. Consider, with their input or alone, how you would change and optimize the seating arrangement. At the end of the introductions, ask them to move to optimize communication and make note of unexpected needs for a microphone, lighting changes, seating arrangements or other environmental controls.

 “What happens between you and your students in your classroom or lecture hall depends largely on what you want to happen. How you treat each other and how you and your students feel about being in that place with each other is modeled and influenced by you.”

 –From the chapter “Classroom Contracts–Roles, Rules, and Expectations” in David W. Champagne’s The Intelligent Professor’s Guide to Teaching (Roc Edtech, 1995), available in the CFT Library

 Course overview: Provide a map of where the class will start and end, and what you expect them to understand at the end of the semester. See the Course Design page for resources on creating and summarizing course goals.

 Departmental Requirements/Expectations: If your department sets standards and requirements, you may want to establish that you are required to work within those parameters. Vanderbilt Teaching Assistants may want to refer to Questions TAs Might Ask Their Supervisors for assistance understanding this information. This may be the best time to discuss Vanderbilt University’s Honor System.

 Presentation of material: Tell your students how you will provide them with the materials they need to be successful in class. Do you post Web-based materials on Brightspace, or rely on electronic course reserves through the Library? Will your students have to schedule evenings to watch films or attend performances? Will you lecture and expect them to take notes on your presentations?

 Expectations for class time: How will the student feel confident and competent in your classroom? Is the class discussion-based? Do you follow your syllabus or do you improvise? Do they need to bring their books every day? Tell them what they can expect and how can they interact within those expectations to thrive in your classroom.

 Expectations outside of class: Provide them with an idea of what they will need to prepare for the course outside of class. Is their preparation primarily reading and writing individually, or will they be working in groups? Will they need to turn in assignments electronically outside of class hours? Give them enough information so they will be able to plan their schedules accordingly.

 Establish what you will provide for your students to be successful in your class. This may include in-class material, study guides, meaningful and prompt feedback on assignments, facilitation of discussion, attention to students with special needs, and a positive and welcoming classroom environment.

 Assert your boundaries: Let your students know how to contact you and when. For example communicate or provide your office hours, office phone number, availability for instant messaging, email, and when you do not respond (evenings, weekends, and traveling for example). If you are traveling during the semester, you may want to explain the dates that you will not be available.

 You may also want to alert your students to the events, habits, or situations that detract from your ability to fulfill your responsibility. For example, if late assignments, lack of participation, or sleeping during your lectures distracts you from timely and persuasive teaching, explain why you cannot tolerate these events and how you handle them when they occur.

 Student responsibilities: If attendance is required, participation is mandatory, or you want them to read the assignment before class, explain to your students that this is expected of them throughout the semester. Explain policies on absences, make-ups, emergencies, and accommodating special needs. You may also remind them that they are responsible for their success and communicating with you when they have need assistance or have other concerns. The university launched new Title IX and Student Discrimination, Student Access Services and Equal Employment Opportunity offices to serve students, faculty and staff Jan 15, 2018.

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 Assessment: How will you assign the course grade at the end of the semester? How many assignments will you grade? Do you have grading policies and/or rubrics or criteria for grading?

 Cooperation/communication/resources: Finally, you may want to spend a few minutes discussing university, department, library, or other resources for students to use in through the course of the semester.

 Learning outcomes are specific statements of what students will be able to do when they successfully complete a learning experience (whether it's a project, course or program). They are always written in a student-centered, measurable fashion that is concise, meaningful, and achievable.

 Learning Outcomes at the University or Program Level

 Outcomes are used on many scales, from developing curriculum for a program of study to creating lessons for a single class activity. At the highest level, learning outcomes can be established at the university level. You can review the learning outcomes for DePaul graduates at the institutional level or program level.

 Learning Outcomes at the Module, Unit, or Week Level

 Just as learning outcomes can be designed at the program level or university-wide level, they can also operate at a more granular scale within an individual course. Typically instructors divide their courses into smaller units such as modules or weeks, and many instructors establish learning outcomes for these smaller units that map onto the larger course-level outcomes. As a general rule, as the level of analysis becomes smaller, from course to module to assignment, the learning outcomes tend to be more specific and easily quantifiable.

 Just as learning outcomes can be designed at the program level or university-wide level, they can also operate at a more granular scale within an individual course. Typically instructors divide their courses into smaller units such as modules or weeks, and many instructors establish learning outcomes for these smaller units that map onto the larger course-level outcomes. As a general rule, as the level of analysis becomes smaller, from course to module to assignment, the learning outcomes tend to be more specific and easily quantifiable.

 How are Learning Outcomes Different from Learning Goals or Learning Objectives?

 These terms are often used interchangeably and they are all related to the teaching and learning that is expected to take place in the classroom. However, the difference between goals or objectives and outcomes lies in the emphasis on who will be performing the activities.Learning goals and objectives generally describe what an instructor, program, or institution aims to do, whereas, a learning outcome describes in observable and measurable terms what a student is able to do as a result of completing a learning experience (e.g., course, project, or unit).

 When planning for college, students should consider their interests and goals.

 Students can choose from many types of institutions, such as four-year colleges and trade schools.

 Keep in mind tuition costs and other key factors when deciding which schools to apply to.

 College planning should start early — ideally as soon as you enter high school.

 College planning involves much more than just filling out forms, taking standardized tests, and asking for recommendation letters. The process requires self-reflection and consideration of both your budget and the pros and cons of different types of institutions.

 In this guide, we go over some college planning fundamentals to help you craft a custom college plan. We've also put together a handy college planning checklist you can use throughout high school.

 Could an alternative to a traditional four-year university, such as an online college or community college, work for me and my goals?