Conoce los últimos avances en Neurosciences and Education"

Este Postgraduate certificate en Neurosciences and Education generará una sensación de seguridad en el desempeño de tu profesión, que te ayudará a crecer personal y profesionalmente”

La larga tradición de la Educación puede dificultar su necesaria renovación y asumir los avances científicos que sin embargo le aportan nuevos métodos y abordajes más acordes con el funcionamiento cerebral, las relaciones entre aprendizaje y emociones, la gestión de las emociones, la motivación y el desarrollo de los talentos.

Conocer el funcionamiento de nuestro cerebro abre puertas a nuevas actuaciones más coherentes en el ámbito educativo que facilitan la innovación de los aprendizajes y aportan más excelencia y bienestar en el campo de la educación.

Los últimos avances en neurociencias están dando un giro importante a los nuevos enfoques metodológicos relacionados con el proceso de enseñanza y aprendizaje en el aula.

Conocer cómo el cerebro percibe la información, la procesa, la elabora, la almacena y la recupera, son aspectos clave para todo proceso educativo.

Aproximar los aportes de la neurociencia a la práctica diaria del aula, en relación a las últimas investigaciones sobre el cerebro, son una necesidad y una responsabilidad que han de asumir los diferentes agentes educativos, distando de tener un conocimiento claro del funcionamiento del mismo en las complejas situaciones de aprendizaje que se plantean a menudo en el aula.

Actualiza tus conocimientos a través del programa de Postgraduate certificate en Neurosciences and Education”

Este Postgraduate certificate en Neurosciences and Education contiene el programa científico más completo y actualizado del mercado. Las características más destacadas del Postgraduate certificate son:

• Desarrollo de casos prácticos presentados por expertos en Neurosciences and Education.
• Sus contenidos gráficos, esquemáticos y eminentemente prácticos con los que están concebidos, recogen una información científica y práctica sobre aquellas disciplinas indispensables para el ejercicio profesional.
• Novedades sobre Neurosciences and Education.
• Contiene ejercicios prácticos donde realizar el proceso de autoevaluación para mejorar el aprendizaje.
• Con especial hincapié en metodologías innovadoras en Neurosciences and Education
• Todo esto se complementará con lecciones teóricas, preguntas al experto, foros de discusión de temas controvertidos y trabajos de reflexión individual.
• Disponibilidad de los contenidos desde cualquier dispositivo fijo o portátil con conexión a internet.

Este Postgraduate certificate puede ser la mejor inversión que puedes hacer en la selección de un programa de actualización por dos motivos: además de poner al día tus conocimientos en Neurosciences and Education, obtendrás un título de Postgraduate certificate por la mayor Universidad Digital del mundo, TECH”

Incluye en su cuadro docente profesionales pertenecientes al ámbito de la docencia y la pedagogía, que vierten en esta formación la experiencia de su trabajo, además de reconocidos especialistas pertenecientes a sociedades de referencia y universidades de prestigio.

Gracias a su contenido multimedia elaborado con la última tecnología educativa, permitirán al profesional un aprendizaje situado y contextual, es decir, un entorno simulado que proporcionará un aprendizaje inmersivo programado para entrenarse ante situaciones reales.

El diseño de este programa está basado en el aprendizaje basado en problemas, mediante el cual el educador deberá tratar de resolver las distintas situaciones de práctica profesional que se le planteen a lo largo del Postgraduate certificate. Para ello, el educador contará con la ayuda de un novedoso sistema de vídeo interactivo realizado por reconocidos expertos en el campo de las neurociencias y de la educación y con gran experiencia docente.

Aumenta tu seguridad en la toma de decisiones actualizando tus conocimientos a través de este Postgraduate certificate"

Aprovecha la oportunidad para conocer los últimos avances en Neurosciences and Education y mejorar la atención a tus alumnos"

The structure of the contents has been designed by a team of professionals from the best educational centers and universities in the country, aware of the relevance of current innovation and committed to quality teaching through new educational technologies.

This Postgraduate certificate in Neurosciences and Education contains the most complete and up-to-date scientific program on the market”

Module 1. Coaching

1.1. What is Coaching? 

1.1.1. An Objective-driven Process

 1.1.1.1. The Importance of Defining the Objective
 1.1.1.2. Starting from the End
 1.1.1.3. How to Define a SMARTER Objective?
 1.1.1.4. From Apparent to Real Objective
 1.1.1.5. Target Characteristics

1.1.2. A Process Among People

 1.1.2.1. Coaching Framework or Context
 1.1.2.2. The Coaching Relationship
 1.1.2.3. Influences in the Coaching Process
 1.1.2.4. Trust
 1.1.2.5. Respect

1.1.3. The Bond
1.1.4. A Communicative Process

 1.1.4.1. The Power of Language
 1.1.4.2. Active Listening
 1.1.4.3. Lack of Judgment
 1.1.4.4. Non-Verbal Communication

1.1.5. An Action-oriented Process

 1.1.5.1. The Importance of Action
 1.1.5.2. Designing an Action Plan
 1.1.5.3. Monitoring
 1.1.5.4. Assessment
 1.1.5.5. A Creative Process
 1.1.5.6. Generating Options
 1.1.5.7. Choosing Options

1.2. The Origins and Background of Coaching

1.2.1. Philosophical Origins and Maieutics

 1.2.1.1. Pre-Socratics
 1.2.1.2. The Maieutics of Socrates
 1.2.1.3. Plato
 1.2.1.4. Later Philosophical Influences

1.2.2. Influences of Humanistic Psychology

 1.2.2.1. The Basics of Humanistic Psychology
 1.2.2.2. Confidence in the Client's Ability
 1.2.2.3. Focus on Potentialities and Possibilities

1.2.3. Contributions of Positive Psychology

 1.2.3.1. The Basics of Positive Psychology
 1.2.3.2. Conditions for Positive Psychology
 1.2.3.3. Human Strengths
 1.2.3.4. Meaning and Purpose in Life

1.2.4. The Winner Game

 1.2.4.1. Deliberate Practice
 1.2.4.2. Improvement in Sports Performance
 1.2.4.3. Galwain

1.2.5. Orientalism

 1.2.5.1. Importance of the Process or Pathway
 1.2.5.2. Objectives as Goals
 1.2.5.3. Detachment from Expectations and Achievements
 1.2.5.4. Understanding Suffering
 1.2.5.5. The Power of the Present

1.2.6. Other Influences

 1.2.6.1. Systemic Psychology
 1.2.6.2. Gestalt Psychology
 1.2.6.3. The Flow Concept
 1.2.6.4. Zen Teachings
 1.2.6.5. Management
 1.2.6.6. Neurosciences
 1.2.6.7. Epigenetics

1.3. Current Schools and Trends

1.3.1. The American School

 1.3.1.1. Practical Coaching Approach
 1.3.1.2. Thomas Leonard
 1.3.1.3. Other Exponents

1.3.2. The European School

 1.3.2.1. Humanistic Coaching
 1.3.2.2. Jhon Whitmore
 1.3.2.3. Other Exponents of European Coaching

1.3.3. The Latin American School

 1.3.3.1. The Ontological Coaching Approach
 1.3.3.2. Rafael Echevarría and Julio Olalla
 1.3.3.3. Other Exponents of Latin American Coaching

1.4. Differences Between Coaching and Other Approaches

1.4.1. Relationship Specificities in Coaching

 1.4.1.1. The Coachee's Responsibility
 1.4.1.2. The Role of the Coach
 1.4.1.3. Achieving Objectives

1.4.2. The Limits of Coaching

 1.4.2.1. Psychological Conditions of the Coachee
 1.4.2.2. The Coach’s Review and Personal Work
 1.4.2.3. Discomfort and Neurosis in Coaching Processes
 1.4.2.4. Signs of Psychosis in the Coachee
 1.4.2.5. Considerations on the Referral of the Coachee to Psychotherapy Professionals
 1.4.2.6. The Approach to Coaching Processes with Coachees in Psychiatric Treatment

1.4.3. Cognitive-Behavioral

 1.4.3.1. The Pychotherapeutic Approach
 1.4.3.2. The Psychodynamic Approach
 1.4.3.3. The Humanistic Approach
 1.4.3.4. The Gestalt Approach
 1.4.3.5. The Behavioral Approach
 1.4.3.6. The Jungian Approach
 1.4.3.7. Systemic Approach
 1.4.3.8. Complementation of Psychotherapy in Coaching Processes

1.4.4. Mentoring

 1.4.4.1. Mentoring Objectives
 1.4.4.2. Relationships in Mentoring
 1.4.4.3. The Power of Trust in Mentoring
 1.4.4.4. Mentoring Consulting
 1.4.4.5. The Limits of Mentoring
 1.4.4.6. Complementation of Mentoring in Coaching Processes

1.4.5. Consulting

 1.4.5.1. Consulting Relationships
 1.4.5.2. The Objectives of Consulting
 1.4.5.3. Complementation of Consulting in Coaching Processes

1.4.6. Counseling

 1.4.6.1. Relationships in Counseling
 1.4.6.2. Objectives and Scope
 1.4.6.3. Complementation of Counseling in Coaching Processes

1.4.7. Empowerment

 1.4.7.1. Definition
 1.4.7.2. Processes
 1.4.7.3. Types

1.4.8. Other Approaches

 1.4.8.1. Art Therapy
 1.4.8.2. Music Therapy
 1.4.8.3. Drama Therapy
 1.4.8.4. Dance Therapy
 1.4.8.5. Body Therapies and Mind-Body Integrative Therapies

1.5. Areas of Coaching

1.5.1. Live Coaching

 1.5.1.1. Personal
 1.5.1.2. Family
 1.5.1.3. Relationship

1.5.2. Sports Coaching 

 1.5.2.1. Professional Sports Coaching
 1.5.2.2. Health and Fitness Coaching
 1.5.2.3. Executive Coaching
 1.5.2.4. Team Coaching
 1.5.2.5. Business Coaching
 1.5.2.6. Nutritional Coaching
 1.5.2.7. Systemic Coaching
 1.5.2.8. Psycho Coaching
 1.5.2.9. Transformational Coaching
 1.5.2.10. Educational Coaching

1.6. The Competences of a Coach

1.6.1. The Code of Conduct

 1.6.1.1. Ecology
 1.6.1.2. Confidentiality
 1.6.1.3. Forming Partnerships
 1.6.1.4. Creating the Bond
 1.6.1.5. Honesty
 1.6.1.6. Transparency
 1.6.1.7. Respect
 1.6.1.8. Commitment

1.6.2. In-house Skills

 1.6.2.1. Self-knowledge
 1.6.2.2. Vulnerability
 1.6.2.3. Being proactive
 1.6.2.4. Empathy
 1.6.2.5. Reflection

1.6.3. External Skills

 1.6.3.1. Effective Communication
 1.6.3.2. Active Listening
 1.6.3.3. Admiration
 1.6.3.4. Assertiveness
 1.6.3.5. Feedback
 1.6.3.6. Process Management
 1.6.3.7. Silence
 1.6.3.8. Motivation

1.6.4. Coaching Associations

 1.6.4.1. International Coach Federation
 1.6.4.2. Spanish Coaching Association
 1.6.4.3. Spanish Association of Coaching and Process Consultancy
 1.6.4.4. International Coaching Community
 1.6.4.5. International Association of Coaching and Psychology

1.6.5. Coaching Qualifications and Training

 1.6.5.1. Quality Training Requirements
 1.6.5.2. Accredited Programs
 1.6.5.3. Professional Coach Accreditation
 1.6.5.4. Accreditation Process

1.6.6. The 11 ICF Core Competencies

 1.6.6.1. Laying the Foundations
 1.6.6.2. Co-Creating the Relationship
 1.6.6.3. Communicating Effectively
 1.6.6.4. Cultivating Learning and Growth

1.7. Session Structure

1.7.1. Coach and Coachee Roles

 1.7.1.1. Role and Responsibilities of the Coach
 1.7.1.2. Role and Responsibilities of the Coachee
 1.7.1.3. The Coaching Process
 1.7.1.4. Defining Objectives
 1.7.1.5. Action Plan
 1.7.1.6. Commitment
 1.7.1.7. Partnerships
 1.7.1.8. Assessment

1.7.2. Sponsor

 1.7.2.1. Company, Management or Institution as Sponsor
 1.7.2.2. Company and Coachee Objectives
 1.7.2.3. Responsibility in the Coaching Process

1.7.3. Structure and Framework

 1.7.3.1. Initial Situation
 1.7.3.2. Desired Situation
 1.7.3.3. Distance Between the Start and Coaching Goal

1.7.4. Partnership and Contract

 1.7.4.1. The Convenience of an Alliance
 1.7.4.2. The Contract and Contractual Matters
 1.7.4.3. Differences and Complementarity Between Partnership and Contract

1.7.5. Types of Session According to their Purpose

 1.7.5.1. On Contact
 1.7.5.2. On the Starting Process
 1.7.5.3. On Development
 1.7.5.4. On Follow-up
 1.7.5.5. On Assessment
 1.7.5.6. On Closure

1.7.6. Closing the Relationship

 1.7.6.1. Process Evaluation
 1.7.6.2. Relationship Evaluation
 1.7.6.3. Evaluating the Achievement of Objectives

1.8. Models

1.8.1. Wasick
1.8.2. PIE
1.8.3. STIR
1.8.4. GROW Model

 1.8.4.1. Objective
 1.8.4.2. Reality
 1.8.4.3. Options
 1.8.4.4. Action

1.8.5. OUTCOMES Model

 1.8.5.1. Objectives
 1.8.5.2. Reasons
 1.8.5.3. Acting from Now
 1.8.5.4. Clarifying the Difference
 1.8.5.5. Generating Options
 1.8.5.6. Motivating to action
 1.8.5.7. Enthusiasm and Incentives
 1.8.5.8. Support

1.8.6. ACHIEVES Model

 1.8.6.1. Assess, Cure and Situation
 1.8.6.2. Create Brainstorming of Alternatives
 1.8.6.3. Hone Goals
 1.8.6.4. Initiate Options
 1.8.6.5. Evaluate Options
 1.8.6.6. Validate Action Program
 1.8.6.7. Entourage Momentum

1.9. Coactive Coaching

1.9.1. Fundamentals of Coactive Coaching
1.9.2. The Coactive Coaching Model
1.9.3. The Coactive Coaching Relationship
1.9.4. Contexts

 1.9.4.1. Listening
 1.9.4.2. Intuition
 1.9.4.3. Curiosity
 1.9.4.4. Pushing and Deepening
 1.9.4.5. Self-Management

1.9.5. Principles and Practices

 1.9.5.1. Fullness
 1.9.5.2. Process
 1.9.5.3. Balance
 1.9.5.4. Combining

1.10. Coaching as a tool for the development of Groups, Companies and Communities

1.10.1. Current Challenges for Companies and Institutions
1.10.2. Organizational Coaching
1.10.3. Company Objectives
1.10.4. Coaching Services for Companies

 1.10.4.1. Executive
 1.10.4.2. Specific Training Programs
 1.10.4.3. Shadow Coaching
 1.10.4.4. Group Coaching
 1.10.4.5. (Systemic) Team Coaching
 1.10.4.6. Psychometric Diagnostic Tools
 1.10.4.7. Motivation and values

1.10.5. Psychometric Diagnostic Tools

 1.10.5.1. MBTI
 1.10.5.2. FIRO-B
 1.10.5.3. Feedback 360
 1.10.5.4. DISC
 1.10.5.5. Belbin

1.10.5.5.1. Evolution in Systems and Communities
1.10.5.5.2. Change and Innovation through Coaching
1.10.5.5.3. Basic Coaching Tools

1.10.5.5.3.1. Personal Life Wheel
1.10.5.5.3.2. Teaching Wheel
1.10.5.5.3.3. Student Wheel
1.10.5.5.3.4. Personal SWOT Analysis
1.10.5.5.3.5. Johari Window
1.10.5.5.3.6. The GROW Model
1.10.5.5.3.7. Circle of Control, Influence, and Concern
1.10.5.5.3.8. Head, Heart, Belly
1.10.5.5.3.9. VAK

Module 2. Active methodologies and innovation 

2.1. Active Methodologies

2.1.1. What are Active Methodologies?
2.1.2. Keys for Methodological Development from the Students Activity
2.1.3. Relationship Between Learning and Active Methodologies
2.1.4. History of Active Methodologies

 2.1.4.1. From Socrates to Pestalozzi
 2.1.4.2. Dewey
 2.1.4.3. Institutions Promoting Active Methodologies

2.1.4.3.1. The Free Institution of Education
2.1.4.3.2. The New School
2.1.4.3.3. The Unique Republican School

2.2. Project Based Learning, Problems and Challenges

2.2.1. Travel Companions Cooperation Between Teachers
2.2.2. Phases of PBL Design

 2.2.2.1. Tasks, Activities and Exercises
 2.2.2.2. Rich Socialization
 2.2.2.3. Research Tasks

2.2.3. Phases of PBL Development

 2.2.3.1. Benjamin Bloom’s Theories
 2.2.3.2. Blooms Taxonomy
 2.2.3.3. Bloom’s Taxonomy revised
 2.2.3.4. Bloom’s Pyramid
 2.2.3.5. David A. Kolb's Theory: Experience-Based Learning
 2.2.3.6. Kolb’s Cycle

2.2.4. The Final Product

 2.2.4.1. Types of Final Product

2.2.5. Evaluation in PBL

 2.2.5.1. Evaluation Techniques and Instruments
 2.2.5.2. Observation
 2.2.5.3. Performance
 2.2.5.4. Questions

2.2.6. Practical Examples PBL Projects

2.3. Thought Based Learning

2.3.1. Basic Principles

 2.3.1.1. Why, How and Where to Improve Thought?
 2.3.1.2. Thought Organizers
 2.3.1.3. The Infusion with the Academic Curriculum
 2.3.1.4. Attention to Skills, Processes and Disposition
 2.3.1.5. The Importance of Being Explicit
 2.3.1.6. Attention to Metacognition
 2.3.1.7. Learning Transfer
 2.3.1.8. Construct an Infused Program
 2.3.1.9. The Need for Continuous Personal Development

2.3.2. Teach to Think TBL

 2.3.2.1. Collaborative Creation of Thought Maps
 2.3.2.2. Thinking Skills
 2.3.2.3. Metacognition
 2.3.2.4. Thought Design

2.4. Event Based Learning

2.4.1. Approach to the Concept
2.4.2. Basis and Foundations
2.4.3. The Pedagogy of Sustainability
2.4.4. Benefits of Learning

2.5. Play Based Learning

2.5.1. Games as Learning Resources
2.5.2. Gamification

 2.5.2.1. What is Gamification?
 2.5.2.2. Fundamentals
 2.5.2.3. Narration
 2.5.2.4. Dynamics
 2.5.2.5. Mechanisms
 2.5.2.6. Components
 2.5.2.7. Insignias
 2.5.2.8. Gamification Apps
 2.5.2.9. Examples:
 2.5.2.10. Criticisms of Gamification, Limitations and Common Errors

2.5.3. Why use Videogames in Education?
2.5.4. Types of Players According to the Richard Bartle Theory
2.5.5. Escape Rooms/Breakedu, an Organizational way of Understanding Education

2.6. The Flipped Classroom

2.6.1. Organization of Working Time
2.6.2. Advantages of the Flipped Classroom

 2.6.2.1. How can I Effectively Teach using Flipped Classrooms?

2.6.3. Disadvantages of the Flipped Classroom Focus
2.6.4. The Four Pillars of the Flipped Classroom
2.6.5. Resources and Tools
2.6.6. Practical Examples

2.7. Other Trends in Education

2.7.1. Robotics and Programming in Education
2.7.2. e-learning, Micro-learning and Other Online Trends
2.7.3. Neuro-education Based Learning

2.8. Free, Natural Methodologies based on Individual Development

2.8.1. Waldorf Methodology

 2.8.1.1. Methodological Basis
 2.8.1.2. Strengths, Opportunities and Weaknesses

2.8.2. Maria Montessori, the Pedagogy of Responsibility

 2.8.2.1. Methodological Basis
 2.8.2.2. Strengths, Opportunities and Weaknesses

2.8.3. Summerhill, a Radical View on How to Educate Methodological Foundations

 2.8.3.1. Methodological Basis
 2.8.3.2. Strengths, Opportunities and Weaknesses

2.9. Educational Inclusion

2.9.1. Is there Innovation without Inclusion?
2.9.2. Cooperative Learning

 2.9.2.1. Principles
 2.9.2.2. Group Cohesion
 2.9.2.3. Simple and Complex Dynamics

2.9.3. Shared Teaching

 2.9.3.1. Ratio and Attention to Students
 2.9.3.2. Teaching coordination as a strategy for student improvement

2.9.4. Multilevel Teaching

 2.9.4.1. Definition
 2.9.4.2. Models

2.9.5. Universal Learning Design

 2.9.5.1. Principles
 2.9.5.2. Guidelines

2.9.6. Inclusive Experiences

 2.9.6.1. Rome Project
 2.9.6.2. Interactive Groups
 2.9.6.3. Dialogue Talks
 2.9.6.4. Learning Communities
 2.9.6.5. Includ-ED Project

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