En tan solo 600 horas lograrás convertirte en un referente de la enseñanza gracias a este programa de TECH”

Muchos de los estudiantes escolares de hoy en día están acostumbrados a unos métodos de aprendizaje antiguos, básicos y, en definitiva, casi obsoletos. Con el paso del tiempo, los modelos pedagógicos mejoran, cambian y crecen con la sociedad, de una manera u otra están vivos. Es aquí donde entra la validez del profesional educador para saber adaptarse a estos cambios, adquirir nuevos conocimientos y ponerlos en práctica para poder enseñar de la mejor manera posible.

En el mundo de la educación, por ejemplo, estar al corriente de las últimas investigaciones pedagógicas, nuevas actividades aplicadas al aula como las teorías dialógicas o las nuevas tecnologías en el mundo educativo, así como las diferentes formas de entender al alumnado como un grupo de individuales más que como una masa con perfil psicológico único es algo indispensable para una convivencia efectiva en una clase. Es por esto que TECH ha creado este programa en Active Pedagogies, enfocado en que los educadores comprendan y apliquen nuevas maneras de educar, con conceptos, teorías y prácticas modernas que hagan de la enseñanza un proceso retroalimentativo entre alumno e instructor.

Con esto en mente el recorrido por el programa comenzará explicando al detalle la importancia de un aprendizaje personalizado, cómo adaptarse a según qué perfiles de alumnado en el aula, tras lo cual el recorrido continuará por un módulo donde se tratarán los contenidos teórico-prácticos de pedagogías como la de Montessori o Reggio Emilia que se basan en que el alumnado adquiera conocimientos a través de la observación y experimentación, consiguiendo así una educación más dinámica y menos monótona.

Con esta estructura, TECH ha creado un programa en Active Pedagogies completo, pero a la vez acotado a la materia a tratar, con un carácter flexible, y adaptable a cualquier matriculado que necesite compaginar su día a día profesional con la Postgraduate diploma. Además, todos los módulos se cursarán online, pudiendo acceder a los contenidos prácticos y teóricos desde cualquier dispositivo con acceso a internet, y, por si fuera poco, todo el programa está basado en el método Relearning, con la que los egresados adquirirán todos los conocimientos y competencias de manera gradual.

Gracias a esta Postgraduate diploma, los egresados comprenderán y aplicarán los conceptos claves para lograr una educación personalizada y de calidad”

Esta Postgraduate diploma en Active Pedagogies contiene el programa educativo más completo y actualizado del mercado. Sus características más destacadas son:

• El desarrollo de casos prácticos presentados por expertos en educación enfocada a la Pedagogía Activa
• Los contenidos gráficos, esquemáticos y eminentemente prácticos con los que está concebido recogen una información teórica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional
• Los ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje
• Su especial hincapié en metodologías innovadoras
• Las lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual
• La disponibilidad de acceso a los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet

La educación está viva, y como profesional de la enseñanza debes saber adaptarte a los cambios para poder estar a la última y ofrecer una enseñanza de calidad”

El programa incluye, en su cuadro docente, a profesionales del sector que vierten en esta capacitación la experiencia de su trabajo, además de reconocidos especialistas de sociedades de referencia y universidades de prestigio.

Su contenido multimedia, elaborado con la última tecnología educativa, permitirá al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará una capacitación inmersiva programada para entrenarse ante situaciones reales.

El diseño de este programa se centra en el Aprendizaje Basado en Problemas, mediante el cual el profesional deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del curso académico. Para ello, contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos.

¿Sabes lo que es el Homeschooling? Gracias a esta Postgraduate diploma profundizarás la teoría detrás del término y sobre todo cómo aplicarla en tu aula"

Aprende todo sobre los distintos métodos de enseñanza, desde la escuela Waldorf hasta las de Feggio y Montessori"

The structure of this Postgraduate diploma is designed to provide all the necessary knowledge in Active Pedagogy. To this end, TECH has unified, in the same program, both the latest trends in pedagogical models and a study methodology with which students can adapt the materials to their lives and not the other way around. In turn, all the modules to be taken are composed of both practical and theoretical content, and will be framed under a learning style of 100% online, with which graduates can decide where and when to study, taking into account that they can access all content remotely, without fixed schedules. 

This program will offer you an effective teaching model based on the correct application of practical and theoretical contents”  

Module 1. Personalized Learning

1.1. Reverse Learning: Flipped Classroom  and Flipped Learning

1.1.1. Reverse Learning: Flipped Classroom  and Flipped Learning
1.1.2. History of the Development of Reverse Learning Methodologies
1.1.3. Innovation and Flipped Classroom
1.1.4. The Teaching Role and the Students in Reverse Learning:

1.2. Planning and Development from the Reverse Learning Model

1.2.1. Benefits and Challenges of Reverse Learning
1.2.2. Resources and Contents for Reverse Learning
1.2.3. Educational Program of the Reverse Classroom
1.2.4. Evaluation and Reverse Learning

1.3. Personalized Learning and the Digital World

1.3.1. Digitization and the Information Society
1.3.2. Learning and Social Networks
1.3.3. Educational Networks
1.3.4. Teaching Networks

1.4. Learning Environments and Virtual Learning Environment

1.4.1. Technology in the Educational World
1.4.2. Digital Educational Tools
1.4.3. Virtual Teaching Environments
1.4.4. Personal Learning Environments (PLE)

1.5. Social Learning and Personalized Learning

1.5.1. Social Learning Theories
1.5.2. Collaboration and Cooperation in Learning
1.5.3. Cooperation Structure and Strategies
1.5.4. From Constructivism to Connectivism

1.6. Productive Learning

1.6.1. Productive Learning: Conceptualization
1.6.2. The Rural Education System and Productive Learning
1.6.3. Educational Quality and Productive Learning
1.6.4. Educational Model of Productive Learning

1.7. Cooperative Learning I

1.7.1. Conceptualization: Cooperative Learning
1.7.2. Justification of Cooperative Learning
1.7.3. Theoretical Framework of Cooperative Learning
1.7.4. Guide of Cooperative Learning: The Teacher

1.8. Cooperative Learning II

1.8.1. Inclusion and Cooperative Learning
1.8.2. Cooperate to Learn, Learn to Cooperate
1.8.3. Cooperative Learning Oriented to Equity
1.8.4. Cohesion, Inclusion, Equity and Other Keys of Cooperative Learning and Inclusion

1.9. Learning Communities

1.9.1. The Dialog and its Learning Effects
1.9.2. Dialogic Theories
1.9.3. Concept and Basic Elements of CA
1.9.4. Commissioning of a Learning Community

1.10. Personalized Learning and Emotion

1.10.1. Emotional Education
1.10.2. Positive Psychology
1.10.3. Emotional Competencies of the Teacher
1.10.4. Didactics of Emotional Education

Module 2. Personalized Learning and Alternative Pedagogies

2.1. Alternative Pedagogies for the 21st Century

2.1.1. Differences between the Traditional School and the School of the Future
2.1.2. Systemic Approach in Education
2.1.3. Out-of-School Learning and Education

2.2. Waldorf Pedagogy

2.2.1. Historical Development: Steiner and the First Waldorf School
2.2.2. Elements of Waldorf School:  The Septennials
2.2.3. Learning Materials
2.2.4. Waldorf Pedagogy at Present

2.3. Montessori Pedagogy

2.3.1. Montessori Education Intention
2.3.2. Integral Vision of the Learner
2.3.3. The Montessori Space
2.3.4. Education for Peace

2.4. Reggio Emilia

2.4.1. Loris Malaguzzi, Promoter of Feggio Emilia School
2.4.2. Pedagogical Principles
2.4.3. Structure and Organization of the Center and the Classrooms
2.4.4. International Cooperation Network: International Recognition of Reggio Schools

2.5. Free Education: Democratic Schools

2.5.1. Summerhill
2.5.2. Subdury
2.5.3. Rebeca Wild
2.5.4. Living Education and Pedagogy of Freedom

2.6. Learning and Community: Nurturing Groups, Learning Communities and Community Schools

2.6.1. The Whole Tribe is Needed to Educate: Learning in Community
2.6.2. Nurturing Groups
2.6.3. Learning Communities
2.6.4. Community Schools

2.7. Freinet and Pedagogy

2.7.1. Celestine Freinet
2.7.2. Bismark Model vs. Freinet Pedagogy
2.7.3. Cooperative Movement of Popular School
2.7.4. Freinet Techniques

2.8. Pedagogy Outside the School: Homeschooling

2.8.1. What is Homeschooling?
2.8.2. Origins of Homeschooling: Legal Background and Jurisprudence
2.8.3. Homeschooling in the World
2.8.4. Advantages and Disadvantages of Homeschooling

2.9. Alternative Pedagogies in Spain

2.9.1. Geographical Study of Alternative Educational Projects in Spain
2.9.2. Alternative Pedagogies in Public Schools
2.9.3. Alternative Pedagogies in Public Centers
2.9.4. Alternative Pedagogies in Private Centers

2.10. Alternative Pedagogies and New Technologies: The Pedagogy of 21st Century

2.10.1. Alternative Pedagogies and ICT
2.10.2. Pedagogic Mediation
2.10.3. Educational Software
2.10.4. Evaluation of the Educational Software

Module 3. Methodologies for the Personalized Learning

3.1. Active Methodologies

3.1.1. Historical Development: From the Master Class to Cooperative Learning
3.1.2. Ausubel’s Significant Learning
3.1.3. Vygotsky’s Pedagogical Thinking
3.1.4. Skill Based Learning

3.2. Cooperative and Collaborative Learning

3.2.1. Cooperative Learning: Concept
3.2.2. Why Learn Cooperatively?
3.2.3. Collaborative learning
3.2.4. Use of ICT in Collaborative Learning

3.3. Project-Based Learning

3.3.1. Key Concepts
3.3.2. Project-Based Methodology
3.3.3. Project Implementation
3.3.4. Virtual Environment

3.4. Game-Based Learning

3.4.1. Game-Based Learning: What is it?
3.4.2. The Game as a Tool of Learning
3.4.3. Board Games and their Application in the Education
3.4.4. The Role of the Teacher in the Game-Based Learning

3.5. Gamification

3.5.1. What is Gamification?
3.5.2. Gamification and Motivation
3.5.3. The Importance of Fun on Learning
3.5.4. A Gamified Design: Elements and Loops

3.6. Reverse Learning or Flipped Learning

3.6.1. What Is Reverse Learning?
3.6.2. Application Flipped Classroom  and Flipped Learning
3.6.3. Flipped Learning Evaluation
3.6.4. Resources for Flipped Learning

3.7. CLIL Methodology

3.7.1. Introduction and Conceptualization of CLIL methodology
3.7.2. CLIL Methodology: The 5 Cs and Bloom’s Wheel
3.7.3. CLIL Approach: Personalized Approach
3.7.4. The CLIL Methodology in Reality

3.8. Robotics and Education

3.8.1. Pedagogical Model for Innovation
3.8.2. The Robot
3.8.3. Methodology
3.8.4. A Robotic Project: RobotLab

3.9. Mindfulness

3.9.1. What is Mindfulness?
3.9.2. Compassionate Education
3.9.3. Mindfulness in the Classroom
3.9.4. Effectiveness of Mindfulness in Students

Module 4. Inclusive Education

4.1. Principles of Inclusive Education

4.1.1. Evolution Over Time
4.1.2. Inclusive School Features
4.1.3. The Inclusion in International Agreements
4.1.4. Inclusive Education Networks

4.2. Early Care for Inclusive Education

4.2.1. Early Care: Evolution and Concept
4.2.2. Early Diagnosis and Early Intervention
4.2.3. Models of Early Care
4.2.4. Basic and Adaptative Skills

4.3. School Guidance

4.3.1. School Guidance: The Role of the Counselor
4.3.2. Educational Guidance Teams
4.3.3. School Guidance and Special Education
4.3.4. Ethics and Deontology of School Guidance

4.4. Attention to Diversity in Inclusive School

4.4.1. What Is an Inclusive School?
4.4.2. Attention to Diversity in the Classroom
4.4.3. Attention to Diversity Measures: Grouping and Curricular Flexibility Measures
4.4.4. Counselor and the Diversity Attention Plan

4.5. Educational Needs

4.5.1. Specific Educational Support Needs (SNES)
4.5.2. Special Educational Needs (SEN)
4.5.3. Presence, Learning and Participation
4.5.4. Educational Guidance and SEN

4.6. Specific Learning Difficulties

4.6.1. Specific Learning Difficulties: ASD and SEN
4.6.2. Specific Learning Difficulties in Reading and Writing
4.6.3. Specific Learning Difficulties in Mathematics
4.6.4. Activities and Resources for an Inclusive School

4.7. Intercultural Education

4.7.1. Immigrant Students
4.7.2. Intercultural Communication
4.7.3. Family Care
4.7.4. Intercultural Approach

4.8. High Capacities: Inclusiveness or Exclusiveness?

4.8.1. High Intellectual Ability Students
4.8.2. Assessment and Identification of High Abilities
4.8.3. Educational Intervention with Students with High Intellectual Abilities
4.8.4. Resources

4.9. Teacher Training for Inclusive Education

4.9.1. Previous Aspects to Consider

4.9.1.1. Basis and Purpose
4.9.1.2. Essential Elements of the Initial Training

4.9.2. Main Theories and Models
4.9.3. Criteria for the Design and Development of Teacher Education
4.9.4. Continuing Education
4.9.5. Profile of the Teaching Professional
4.9.6. Teaching Skills in Inclusive Education

4.9.6.1. The Support TeachersFunctions
4.9.6.2. Emotional Skills

4.10. The Role of the Family and the Community in Inclusive Schooling

4.10.1. Family Involvement in the School

4.10.1.1. The Family and the School as Developmental Environments
4.10.1.2. The Importance of Cooperation between Educational Agents
4.10.1.3. Types of Family Participation
4.10.1.4. Parent Schools
4.10.1.5. The Parent-Teacher Association (PTA)
4.10.1.6. Difficulties in Participation
4.10.1.7. How to Improve Family Participation?

A Postgraduate diploma with which you will be able to gain in-depth knowledge about Active Pedagogies on a global scale never seen before. Enroll now!