This Postgraduate diploma in Educational Coaching and Neurosciences will generate a sense of confidence in the performance of your profession, which will help you grow personally and professionally"

Bringing the contributions of neuroscience closer to the daily practice of the professional, in relation to the latest research on the brain, is a necessity and a responsibility that psychologists, especially child psychologists, have to assume, as they are far from having a clear knowledge of how the brain works in the complex learning situations that often arise in the classroom and other educational contexts.

Educational Coaching is a comprehensive process of accompaniment through the implementation of professional techniques, focused on the acquisition, development and strengthening of the necessary competencies to achieve the objectives set by coachees who are agents of the educational system (Bécart, 2015).
For Whitmore (2011), "Coaching is about unleashing a person's potential to maximize performance. It's about helping you learn rather than teaching you" This way of understanding "learning" makes Coaching a privileged methodology for direct intervention in the classroom. Its basic tool is the question.

Coaching has become a tool that contributes to the development of strategies that favor the personal and professional growth of those who strive to proactively achieve success (Ravier, 2005). It can be understood as a comprehensive process that seeks to help patients achieve their goals in various areas.

In addition, it improves performance, deepens self-knowledge and improves the quality of life, providing learning that generates behavioral transformation sustained over time, with continuous actions and reflections (Carrera and Luz, 2008).  Its purpose, as Whitmore (2003) points out, is to improve people's performance through the factors that can enhance it and by stimulating their ability to learn how to learn.

This program combines basic knowledge in neurosciences and Educational Coaching, tools that allow the psychologist to seek to improve the performance of their patients in those areas that people demand, guide them to change and focus them on the present situation through the tools and resources of Coaching. 

This educational degree, in addition to helping you consolidate your position in the sector, will allow you to update your knowledge in an area that increasingly demands specialized psychologists"

This Postgraduate diploma in Educational Coaching and Neurosciences: Active Methodologies and Educational Innovation for Psychologists contains the most complete and up to date scientific program on the market. The most important features include:

• The development of case studies presented by experts in Educational Coaching and Neurosciences
• The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• New developments in Educational Coaching and Neurosciences
• Practical exercises where self-assessment can be used to improve learning
• Emphasis on innovative methodologies in Educational Coaching and Neurosciences
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

This Postgraduate diploma is the best investment you can make in the selection of an up-to-date program for two reasons: in addition to updating your knowledge in Educational Coaching and Neurosciences, you will obtain a degree from TECH Global University"

The teaching staff includes professionals from the psychology sector, who bring their experience to this training program, as well as renowned specialists from leading societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive training experience designed to train for real-life situations.

The design of this program focuses on Problem-Based Learning, by means of which the psychology professional must try to solve the different professional practice situations that arise throughout the program. For this, the specialist will have the help of an innovative interactive video system made by recognized experts in the field of Educational Coaching and Emotional Intelligence and with great experience. 

As a psychologist, TECH knows that you are driven by the well-being of your patients. For this reason, we have designed this comprehensive degree that will equip you with the necessary skills to successfully care for children and adolescents"

Take the opportunity to learn about the latest advances in this area and start applying them in your daily practice today"

The structure of the contents has been designed by a team of experts in psychology and education, who have taken into account the latest strategies and developments in coaching, especially at the educational level. These contents will be the main source for the psychology professional to grow and consolidate within this sector with greater guarantees of success, attending children and adolescents in an optimal way and helping them in their cognitive and emotional development process. All this will enable the professional to position himself as a prestigious psychologist.

A comprehensive teaching program, structured in well-developed teaching units, oriented towards efficient and swift learning that is compatible with your personal and professional life"

Module 1. Neurosciences and Education 

1.1. Neuroscience

1.1.1. Introduction
1.1.2. Concept of Neuroscience
1.1.3. Neuromyths

1.1.3.1. We only use 10% of the Brain
1.1.3.2. Right Brain vs. Left Brain
1.1.3.3. Learning Styles
1.1.3.4. Male Brain vs. Female Brain
1.1.3.5. Critical Learning Periods

1.2. The Brain

1.2.1. Brain Structures

1.2.1.1. Cerebral Cortex
1.2.1.2. Cerebellum
1.2.1.3. Basal Ganglia
1.2.1.4. Limbic System
1.2.1.5. Brainstem
1.2.1.6. Thalamus
1.2.1.7. Spinal Cord
1.2.1.8. Main Functions of the Brain

1.2.2. Triune Model

1.2.2.1. The Reptilian Brain
1.2.2.2. The Emotional Brain
1.2.2.3. The Neocortex

1.2.3. Bilateral Model

1.2.3.1. The Right Hemisphere
1.2.3.2. The Left Hemisphere
1.2.3.3. Functioning of the Cerebral Hemispheres

1.2.4. Cognitive Brain and Emotional Brain

1.2.4.1. The Rational Brain
1.2.4.2. The Emotional Brain

1.2.5. Neurons

1.2.5.1. What Are They?
1.2.5.2. Neuronal Pruning

1.2.6. What are Neurotransmitters? 

1.2.6.1. Dopamine
1.2.6.2. Serotonin
1.2.6.3. Endorphin
1.2.6.4. Glutamate
1.2.6.5. Acetylcholine
1.2.6.6. Norepinephrine

1.3. Neuroscience and Learning

1.3.1. What is learning? 

1.3.1.1. Learning as Memorization
1.3.1.2. Learning as Accumulation of Information
1.3.1.3. Learning as Interpretation of Reality
1.3.1.4. Learning as Action

1.3.2. Mirror Neurons

1.3.2.1. Learning by Example

1.3.3. Levels of Learning

1.3.3.1. Bloom's Taxonomy
1.3.3.2. SOLO Taxonomy
1.3.3.3. Levels of Knowledge

1.3.4. Learning Styles

1.3.4.1. Convergent
1.3.4.2. Divergent
1.3.4.3. Accommodating
1.3.4.4. Assimilator

1.3.5. Types of Learning

1.3.5.1. Implicit Learning
1.3.5.2. Explicit Learning
1.3.5.3. Associative Learning
1.3.5.4. Significant Learning
1.3.5.5. Cooperative Learning
1.3.5.6. Cooperative Learning
1.3.5.7. Emotional Learning
1.3.5.8. Rote Learning
1.3.5.9. Discovery Learning

1.3.6. Competencies for Learning

1.4. Multiple intelligences

1.4.1. Definition

1.4.1.1. According to Howard Gardner
1.4.1.2. According to other Authors

1.4.2. Classification

1.4.2.1. Linguistic Intelligence
1.4.2.2. Logical-mathematical Intelligence
1.4.2.3. Spatial Intelligence
1.4.2.4. Musical Intelligence
1.4.2.5. Body and Kinesthetic Intelligence
1.4.2.6. Intrapersonal Intelligence
1.4.2.7. Interpersonal Intelligence
1.4.2.8. Naturopathic Intelligence

1.4.3. Multiple Intelligences and Neurodidactics
1.4.4. How to Work the IIMM in the Classroom
1.4.5. Advantages and Disadvantages of Applying the IIMM in Education

1.5. Neuroscience- Education

1.5.1. Neuroeducation

1.5.1.1. Introduction
1.5.1.2. What is Neuroeducation?

1.5.2. Brain Plasticity

1.5.2.1. Synaptic Plasticity
1.5.2.2. Neurogenesis
1.5.2.3. Learning, Environment, and Experience
1.5.2.4. The Pygmalion Effect

1.5.3. Memory

1.5.3.1. What is Memory?
1.5.3.2. Types of Memory
1.5.3.3. Levels of Processing
1.5.3.4. Memory and Emotion
1.5.3.5. Memory and Motivation

1.5.4. Emotion

1.5.4.1. Binomial Emotion and Cognition
1.5.4.2. Primary Emotions
1.5.4.3. Secondary Emotions
1.5.4.4. Functions of Emotions
1.5.4.5. Emotional States and Implication in the Learning Process

1.5.5. Attention

1.5.5.1. Attentional Networks
1.5.5.2. Relationship between Attention, Memory, and Emotion
1.5.5.3. Executive Attention

1.5.6. Motivation

1.5.6.1. The 7 stages of School Motivation

1.5.7. Contributions of Neuroscience to Learning
1.5.8. What is Neurodidactics?
1.5.9. Contributions of Neurodidactics to Learning Strategies

1.6. Neuroeducation in the Classroom

1.6.1. The figure of the Neuroeducator
1.6.2. Neuroeducational and Neuropedagogical Importance
1.6.3. Mirror Neurons and Teacher Empathy
1.6.4. Empathic Attitude and Learning
1.6.5. Classroom Applications
1.6.6. Classroom Organization
1.6.7. Proposal for Classroom Improvement

1.7. Playing and New Technologies

1.7.1. Etymology of Playing
1.7.2. Benefits of Playing
1.7.3. Learning by Playing
1.7.4. The Neurocognitive Process
1.7.5. Basic Principles of Educational Games
1.7.6. Neuroeducation and Board Games
1.7.7. Educational Technology and Neuroscience

1.7.7.1. Integration of Technology in the Classroom

1.7.8. Development of Executive Functions

1.8. Body and Brain

1.8.1. The Connection between Body and Brain
1.8.2. The Social Brain
1.8.3. How do we prepare the Brain for Learning?
1.8.4. Feeding

1.8.4.1. Nutritional Habits

1.8.5. Rest

1.8.5.1. Importance of Sleep in Learning

1.8.6. Exercise

1.8.6.1. Physical Exercise and Learning

1.9. Neuroscience and School Failure

1.9.1. Benefits of Neuroscience
1.9.2. Learning Disorders
1.9.3. Elements for a Success-oriented Pedagogy
1.9.4. Some suggestions for improving the Learning Process

1.10. Reason and Emotion

1.10.1. The Binomial Reason and Emotion
1.10.2. What are Emotions good for?
1.10.3. Why Educate Emotions in the Classroom
1.10.4. Effective Learning through Emotions

Module 2. Educational Coaching 

2.1. What is Educational Coaching? Basis and Foundations

2.1.1. Definition and Connection with Educational and Psychological Theories
2.1.2. Educating in the Will of Meaning
2.1.3. Nonodynamics and Coaching
2.1.4. Logopedagogy, Coaching and Education in the Self
2.1.5. Challenges for the Education of the Self from Coaching and Logopedagogy
2.1.6. Coaching at the Service of the Dialogic Encounter between Teacher and Student. Pedagogy of Otherness
2.1.7. Helping Relationship Styles and Coaching

2.2. Areas of Application of Coaching in Education

2.2.1. Coaching in the Context of the Teacher-Student Relationship Shared Tutoring
2.2.2. Coaching in the Context of the Student-Student Relationship. Peer Tutoring
2.2.3. Coaching for the Development of the Teaching Profession
2.2.4. Teaching Teams and Faculty Team Spirit, Synergies
2.2.5. Management Teams and the Development of Executive Tools
2.2.6. Coaching for Parents

2.3. Benefits of its Application in Educational Contexts

2.3.1. Coaching and Development of Executive Functions and Metacognition
2.3.2. Coaching and Educational Support Needs
2.3.3. Coaching to Achieve Excellence
2.3.4. Self-Esteem and Self-Concept Development

2.4. Pedagogies Based on Cooperation and Autonomy Development and Coaching

2.4.1. Collaborative Pedagogies
2.4.2. Advantages of Collaborative Learning (CL)
2.4.3. How to Work with AC?
2.4.4. AC Techniques

2.5. Helping Relationship Styles and Coaching

2.5.1. The Teacher as Coach
2.5.2. Competencies of the Teacher as a "Coach" of the Student Body
2.5.3. Coaching in the Framework of Shared Mentoring
2.5.4. Teacher Skills as a Facilitator of Change
2.5.5. Classroom Group Applications
2.5.6. Teaching Teams and Faculty Team Spirit, Synergies
2.5.7. Management Teams and the Development of Executive Tools 

Module 3. Active Methodologies and Innovation 

3.1. Active Methodologies

3.1.1. What are Active Methodologies??
3.1.2. Keys for Methodological Development from the Students Activity
3.1.3. Relationship Between Learning and Active Methodologies
3.1.4. History of Active Methodologies

3.1.4.1. From Socrates to Pestalozzi
3.1.4.2. Dewey
3.1.4.3. Institutions Promoting Active Methodologies

3.1.4.3.1. The Free Institution of Education
3.1.4.3.2. The New School
3.1.4.3.3. The Unique Republican School

3.2. Project-Based Learning, Problems and Challenges

3.2.1. Travel Companions Cooperation Between Teachers
3.2.2. Phases of PBL Design

3.2.2.1. Tasks, Activities and Exercises
3.2.2.2. Rich Socialization
3.2.2.3. Research Tasks

3.2.3. Phases of PBL Development

3.2.3.1. Benjamin Bloom’s Theories
3.2.3.2. Bloom’s Taxonomy
3.2.3.3. Bloom’s Taxonomy revised
3.2.3.4. Bloom’s Pyramid
3.2.3.5. David A. Kolb’s Theory: Experience Based Learning
3.2.3.6. Kolb’s Cycle

3.2.4. The Final Product

3.2.4.1. Types of Final Product

3.2.5. Evaluation in PBL

3.2.5.1. Evaluation Techniques and Instruments
3.2.5.2. Observation
3.2.5.3. Performance
3.2.5.4. Questions

3.2.6. Practical Examples PBL Projects

3.3. Thought Based Learning

3.3.1. Basic Principles

3.3.1.1. Why, How and Where to Improve Thought?
3.3.1.2. Thought Organizers
3.3.1.3. The Infusion with the Academic Curriculum
3.3.1.4. Attention to Skills, Processes and Disposition
3.3.1.5. The Importance of Being Explicit
3.3.1.6. Attention to Metacognition
3.3.1.7. Learning Transfer
3.3.1.8. Construct an Infused Program
3.3.1.9. The Need for Continuous Personal Development

3.3.2. Teach to Think TBL

3.3.2.1. Collaborative Creation of Thought Maps
3.3.2.2. Thinking Skills
3.3.2.3. Metacognition
3.3.2.4. Thought Design

3.4. Event Based Learning

3.4.1. Approach to the Concept
3.4.2. Basis and Foundations
3.4.3. The Pedagogy of Sustainability
3.4.4. Benefits of Learning

3.5. Play Based Learning

3.5.1. Games as Learning Resources
3.5.2. Gamification

3.5.2.1. What is Gamification??
3.5.2.2. Fundamentals
3.5.2.3. Narration
3.5.2.4. Dynamics
3.5.2.5. Mechanisms
3.5.2.6. Components
3.5.2.7. Insignias
3.5.2.8. Gamification Apps
3.5.2.9. Examples:
3.5.2.10. Criticisms of Gamification, Limitations and Common Errors

3.5.3. Why use Videogames in Education?
3.5.4. Types of Players According to the Richard Bartle Theory
3.5.5. Escape Rooms/Breakedu, an Organizational Way of Understanding Education

3.6. Flipped Classroom

3.6.1. Organization of Working Time
3.6.2. Advantages of the Flipped Classroom

3.6.2.1. How Can I Effectively Teach using Flipped Classrooms?

3.6.3. Disadvantages of the Flipped Classroom Focus
3.6.4. The Four Pillars of the Flipped Classroom
3.6.5. Resources and Tools
3.6.6. Practical Examples

3.7. Other Trends in Education

3.7.1. Robotics and Programming in Education
3.7.2. e-learning, Micro-learning and Other Trends in Networked Methodologies
3.7.3. Neuro-education Based Learning

3.8. Free, Natural Methodologies based on Individual Development

3.8.1. Waldorf Pedagogy

3.8.1.1. Methodological Basis
3.8.1.2. Strengths, Opportunities and Weaknesses

3.8.2. Maria Montessori, the Pedagogy of Responsibility

3.8.2.1. Methodological Basis
3.8.2.2. Strengths, Opportunities and Weaknesses

3.8.3. Summerhill, a Radical Point of View on How to Teach

3.8.3.1. Methodological Basis
3.8.3.2. Strengths, Opportunities and Weaknesses

3.9. Educational Inclusion

3.9.1. Is there Innovation without Inclusion?
3.9.2. Cooperative Learning

3.9.2.1. Principles
3.9.2.2. Group Cohesion
3.9.2.3. Simple and Complex Dynamics

3.9.3. Shared Teaching

3.9.3.1. Ratio and Attention to Students
3.9.3.2. Teacher Coordination, as a Strategy for Student Achievement

3.9.4. Multilevel Teaching

3.9.4.1. Definition
3.9.4.2. Models

3.9.5. Universal Learning Design

3.9.5.1. Principles
3.9.5.2. Guidelines

3.9.6. Inclusive Experiences

3.9.6.1. Rome Project
3.9.6.2. Interactive Groups
3.9.6.3. Dialogical Gatherings
3.9.6.4. Learning Communities
3.9.6.5. Includ-ED Project

Module 4. Coaching for the transformation, innovation and educational excellence

4.1. Well-Being as a Factor of Excellence in Educational Communities

4.1.1. Evolution of Society and its Impact on Education

4.1.1.1. Characteristics of Today's Society
4.1.1.2. Challenges of Today's Society
4.1.1.3. New Educational Needs

4.1.2. Social Factors
4.1.3. Professional Factors
4.1.4. Wellness and Excellence
4.1.5. Factors for Educational Well-Being
4.1.6. Inclusivity as a Reality
4.1.7. School and Family

4.2. Professional Development and Teacher Welfare Plan

4.2.1. Teacher Unrest
4.2.2. Teacher Welfare
4.2.3. Teaching and Personal Development
4.2.4. Personal and Professional Life
4.2.5. Teacher Review and Evaluation
4.2.6. Teacher Welfare as a Factor of Educational Excellence
4.2.7. Inspired to Inspire Life Paths
4.2.8. Teacher Welfare Plan

4.3. Educational Excellence

4.3.1. Towards a Concept of Excellence in Education
4.3.2. Teaching vs. Learning
4.3.3. Excellence Based on Needs
4.3.4. Demand and Excellence
4.3.5. Measurements and Factors
4.3.6. Management for Educational Excellence

4.4. Coaching for Innovation

4.4.1. Processes of Educational Innovation through Coaching

4.4.1.1. In Apprenticeships
4.4.1.2. In the Groups 
4.4.1.3. In Teachers 
4.4.1.4. In Executive Management 
4.4.1.5. In the Center

4.4.2. Evaluation as a Tool for Innovation
4.4.3. What to Evaluate, When and How?
4.4.4. Objectives for Innovation
4.4.5. Establish Achievement Indicators
4.4.6. Process Monitoring
4.4.7. Celebrating Achievements
4.4.8. Educational Innovation Plan 

4.5. Educating in the Will of Meaning

4.5.1. Approach to the Concept
4.5.2. The Thought of Viktor Frankl
4.5.3. Logotherapy and Education

4.6. Towards a Pedagogy of Interiority

4.6.1. Spirituality and Pedagogy
4.6.2. "Learning to Be."

4.7. Coaching for Integrative Education

4.7.1. Towards a Pedagogy of Interiority
4.7.2. Educating the Whole Person
4.7.3. Educating for the Three Centers
4.7.4. Duty and Pleasure in Education
4.7.5. Integrative Education
4.7.6. Conclusions: A Road Ahead
4.7.7. An Educational Project based on Educational Coaching

4.8. Meaning and Purpose of Education

4.8.1. The Golden Circle
4.8.2. Why and What For?
4.8.3. The How
4.8.4. The What
4.8.5. Alignment of Levels in Education
4.8.6. Educating in the Will of Meaning
4.8.7. Challenges for the Education of the Self from Coaching and Logopedagogy
4.8.8. Tools for the Alignment of Educational Levels

4.9. Educate to Be

4.9.1. Pedagogical Contributions in Education to Be
4.9.2. Report of the Faure Commission for UNESCO
4.9.3. Jacques Delors Report
4.9.4. Decalogue of an Education to Be
4.9.5. Beyond Knowledge
4.9.6. Educating for Life
4.9.7. Integrative Education
4.9.8. Inhabiting the Inside 
4.9.9. Educating Ego and Self
4.9.10. Developing a Sense
4.9.11. Inclusivity and the Common Good
4.9.12. Self-Realization and Service
4.9.13. Transformation

A unique, key, and decisive training experience to boost your professional development”