With this program, you will find the necessary tools to help patients with High Capacities to focus all their talents”

Psychologists are professionals who are able to approach the profiles of people with High Capacities in an adequate way and with the precise tools to detect their real requirements and implement the most effective methods to enhance all their talent in the school environment.

In a society where education is increasingly homogenized and the needs of each individual are not addressed, knowing how to establish contact with patients with High Capacities and design educational programs tailored to their needs becomes an almost mandatory subject for Psychology professionals.
Therefore, with the study of this exclusive TECH program, professionals will be able to propose innovative plans to serve children with these characteristics, which will not only revalue their curriculum, but also enrich their personal growth.

This is an update at the hands of the most experienced teachers, chosen for the design and development of this qualification. With a broad agenda that condenses the most accurate information that every psychologist working with High Capacities patients should know. In this sense, there will be 4 modules of study in which the educational paradigm, the pedagogical framework and the characteristics of High Capacities in order to know in depth what affects these patients.

It will delve into new technologies and Cooperative Learning as a means for the development of the talents of patients with High Capacities, will compare the results of the detection carried out by different educational agents and will learn about the psycho-pedagogical evaluation process as part of the identification of these patients. All this and more from a 100% online system, which will give you the flexibility and quality you want to reach your new educational goal.

This qualification is ideal for psychologists who wish to improve their professional profile and work with High Capacity patients”

This Postgraduate diploma in Educational Innovation in High-Capacity Individuals contains the most complete and up-to-date scientific program on the market. The most important features include: 

• Case studies presented by experts in High-Capacity Individuals and Inclusive Education  
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Its special emphasis on innovative methodologies  
• 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 

You will learn to design innovative programs designed to foster the abilities of children with High Capacities” 

The program includes in its teaching staff a team of professionals from the sector who bring to this training the experience of their work, in addition to recognized specialists from prestigious reference societies and universities.  

Its 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 education programmed to learn in real situations.

The design of this program focuses on Problem-Based Learning, by means of which the professional must try to solve the different professional practice situations that are presented throughout the academic course. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts. 

You will delve into the advantages and disadvantages of the transformation of education through new methods and technological tools"

You will delve into the interpretation of the results of a psycho-pedagogical evaluation with a view to the educational response, in a 100% online mode and thus advance at your own pace in the study process"

Thanks to the most advanced methodology and technology, TECH offers a 100% online educational program, with the most specific and high quality content. With the intervention of the most knowledgeable professionals who make up the teaching staff and the most advanced resources, students will have theoretical and practical material at their disposal 24 hours a day, distributed  on a modern, secure and intuitive virtual platform, accessible from any device with an internet connection. This way, you will be up to date with the pedagogical framework of Hifg Capacities, new technologies and Cooperative Learning, as well as successful educational experiences.  A very complete program to be studied during 6 weeks. 

These contents will provide you with the necessary competences to become an expert psychologist in Educational Innovation in High-Capacity Individuals” 

Module 1. Educational Paradigm and Pedagogical Framework of High-Capacity Individuals

1.1. Emerging Educational Paradigm: Toward the Education We Need 

1.1.1. Teacher Role beyond Transmitting Knowledge 
1.1.2. Student Role in the New Learning Context 

1.2. Attention to Diversity in Our Pedagogic-Legal Framework 

1.2.2. International Treaties  

1.3. Organizing the Curriculum and High-Capacity Individuals 

1.3.1. Educational Plans and Projects 
1.3.2. Organizing the Curriculum and the Classroom 
1.3.3. Orientation and Guidance Teams 

1.4. The Evolution of the Concept of Intelligence 

1.4.1. Factorial and Multifactorial Models 
1.4.2. Synthesis Models and Capacity Studies 
1.4.3. From Psycometric Theories to the Information Processing Model 
1.4.4. Computational Model 
1.4.5. Models Based on Neuroscience: Human Connectome 

1.5. Explanatory Theories on High-Capacity Individuals 

1.5.1. Scientific Basis 
1.5.2. Renzulli’s Theory 
1.5.3. Gagné’s Theory 
1.5.4. Theories on Intelligence 
1.5.5. Evolutionary Models 
1.5.6. Multiple intelligences 

1.6. Educational Paradigm and Pedagogic-Scientific Framework Concerning High-Capacity Individuals 

1.6.1. Definition and history of the biopsychosocial model  
1.6.2. Some sociocultural models that explain High Capacities 
1.6.3. The biopsychosocial model: the integrative model  
1.6.4. Scientific Framework of High-Capacity Individuals   
1.6.5. High Capacity Individuals from a Pedagogical Perspective  

1.7. Multidisciplinary Evolution 

1.7.1. Attention to diversity: detection, assesment and diagnosis 
1.7.2. Psychopedagogical Evaluation  
1.7.3. Psychopedagogical Evaluation in High Intellectual Capacities   
1.7.4. Multidisciplinary Evolution 

1.8. Specific Educational Needs and Teacher Training 

1.8.1. The concept of educational needs: origin and historical evolution  
1.8.2. Specific educational needs; regulations on SEN  
1.8.3. Definition and Classification of SEN  
1.8.4. Characteristics of SEN  
1.8.5. Training-teaching needs and educational response to the ACNEAE

1.9. The challenge of the school of the 21st century regarding High Capacities

1.9.1. Brief Historical Review  
1.9.2. A plural and democratic society 
1.9.3. The Educational challlenges of the 21st century regarding diversity 
1.9.4. The Educational challlenges of the 21st century regarding High Intellectual Capacities 
1.9.5. Competence-based learning in students with High Intellectual Capabilities 

Module 2. Definition and Classification of High-Capacity Individuals 

2.1. Definitions of High-Capacity Individuals 

2.1.1. What do we mean by High Intellectual Capacities?   
2.1.2. Models to differentiate High Capacity Individuals  
2.1.3. Definition of High Capacities: principles to take into account   
2.1.4. Variables that intervene in the identification of High Capacity Individuals  
2.1.5. Risk factor of the High Capacity Individuals  
2.1.6. Defining the diversity of High Capacities: profiles of High Intellectual Capacity Individuals 

2.2. Spectrum of High-Capacity Individuals 

2.2.1. Differential Evolutionary Profiles 
2.2.2. Qualitative Cut-off Points 
2.2.3. East of the Gaussian Bell 
2.2.4. Crystallization of Intelligence 

2.3. Intellectual Precociousness 

2.3.1. Intellectual Precociousness Characteristics 
2.3.2. Annotated Real Case Studies 

2.4. Simple Talent 

2.4.1. Simple Talent Characteristics 
2.4.2. Verbal Talent 
2.4.3. Mathematical Talent 
2.4.4. Social Talent 
2.4.5. Motor Talent 
2.4.6. Musical Talent 
2.4.7. Real Case Studies of the Different Talents 

2.5. Compound Talent 

2.5.1. Academic Talent 
2.5.2. Artistic Talent 
2.5.3. Real Case Studies of Compound Talents 

2.6. Giftedness 

2.6.1. Differential Diagnosis 

2.7. Characteristics of Giftedness 

2.7.1. Gender and Evolutionary Variables 
2.7.2. Giftedness Clinic 
2.7.3. Double Exceptionality 

2.8. Giftedness Clinic 

2.8.1. Introduction to Desynchronies  
2.8.2. Other disorders and comorbidities  

2.9. Cognitive Learning Styles 

2.9.1. Learning Styles 
2.9.2. Brain quadrant model 
2.9.3. Silverman's dimensional model 
2.9.4. Experience-based learning model 
2.9.5. Neurolinguistic Programming Model 
2.9.6. Cognitive Learning Styles 
2.9.7. Questionnaires and instruments for their assessment 
2.9.8. Implications in Educational Practice 

Module 3. New Technologies and Cooperative Learning 

3.1. The Transformation of Education with New Teaching Methods 

3.1.1. Approaches and Perspectives 
3.1.2. Information Communication Technologies (ICTs) 
3.1.3. Technology for Learning and Knowledge 
3.1.4. Empowerment and Participation Technologies 

3.2. Impact of New Technologies in Education 

3.2.1. Digital Skills in Students 
3.2.2. Digital Skills in Teachers 
3.2.3. The Role of Families and the Regulation of Use 

3.3. Educating With the Use of New Technologies 

3.3.1. Advantages and Disadvantages of the Use of ICTs 
3.3.2. ICTs and their possibilities for students with HC 

3.4. Structure and Abilities in Cooperative Learning 

3.4.1. Implementation of collaborative learning 
3.4.2. Cooperative learning and use of new technologies 

3.5. Purposes of Cooperative Learning From a Multicultural Approach 

3.5.1. Cooperative learning and social context 
3.5.2. Interculturality and the benefits of educational partnership 

3.6. Application in Each of the Educational Stages 

3.6.1. Teamwork and Group Cohesion in Early Childhood Education 
3.6.2. Cooperative Techniques in Early Childhood Education 
3.6.3. Didactics and Experiences in Primary Education Simple Structures 
3.6.4. Primary Research and Projects 
3.6.5. Importance of Roles in Secondary Education 
3.6.6. Evaluation of Cooperative Experiences in Secondary Schools 

3.7. Design of Activities and Group Dynamics 

3.7.1. Group cohesion activities 
3.7.2. Group Dynamics 

3.8. The Role of the Teacher as Facilitator and Guide 

3.8.1. Teacher the guide in the digital era 
3.8.2. The Classroom as Learning scenarios 

3.9. Assessment of Cooperative Learning 

3.9.1. Peer Assessment 
3.9.2. Self-Observation 
3.9.3. Teacher Assesment 

Module 4. Successful Educational Experiences 

4.1. Centers of Interest and Project Work in Pre-School 

4.1.1. Development of Project Work 
4.1.2. Role of the Participants 
4.1.3. Assessment of Project Work 

4.2. Cognitive and Language Stimulation Projects Applied to Pre-School Education 

4.2.1. Areas of Cognitive Stimulation 
4.2.2. Cognitive Stimulation Programs 
4.2.3. Language Prerequisites 
4.2.4. Language Stimulation Programs 

4.3. Virtual Learning Environments in Pre-School and Primary Education 

4.3.1. Virtual environments as a diagnostic and adaptive tool 
4.3.2. Language workshops 
4.3.3. Mathematics workshops 

4.4. Art Education in Pre-School and Primary School 

4.4.1. Art education in pre-school and elementary school 
4.4.2. Art education in elementary school 
4.4.3. Resources and activities in art education 

4.5. Project Based Learning in Primary and in High School Education 

4.5.1. Steps to Implement Project-Based Learning 
4.5.2. Tools Used 
4.5.3. Description of Experiences 

4.6. Cognitive and Education Strategies in Secondary Education 

4.6.1. Metacognitive Strategies in Secondary Education 
4.6.2. Learning assessment strategies in secondary education 

4.7. Flipped Classroom 

4.7.1. Flipped Classroom origins 
4.7.2. Development of Methodology 
4.7.3. Experiences and Applications 

4.8. Gamification 

4.8.1. Origins of Gamification 
4.8.2. Development of Methodology 
4.8.3. Experiences and Applications 

4.9. Resource Bank at Different Stages for High-Capacity Individuals 

4.9.1. Resources in pre-school and Primary Education 
4.9.2. Resources in Middle/High School Education 

This Postgraduate diploma contains the most Competitive educational program on the Sector. In this way, you will ensure the best knowledge and maximize your job opportunities”