Thanks to this Hybrid professional master’s degree, you will be equipped with advanced tools to adapt the teaching process to the individual needs of your students”

Teaching Methods and Personalized Education have evolved towards the personalization of learning, driven by the advancement of digital technologies and increasing diversity in the classroom. 

This is how this Hybrid professional master’s degree was created, which will offer a comprehensive and current approach on how to optimize the educational process, starting with a deep understanding of the fundamentals of personalized education. In this sense, educators will value the importance of human nature and individual identity in the educational context, designing learning methodologies that adapt to the needs of each person.

Likewise, professionals will acquire the necessary tools to develop activities, both in face-to-face and virtual environments, mastering educational models such as Reverse Learning. In turn, the theory of Multiple Intelligences will be a key part of the content, offering the knowledge to identify and promote different learning styles based on the types of intelligence of each student.

Finally, creativity and innovation will be defined and differentiated, applying these competencies in the classroom to enhance students' creative abilities. Essential topics such as Developmental Psychology, Alternative Pedagogies and Alternative Pedagogies will also be addressed, enabling teachers to adapt their practices to an increasingly diverse and dynamic environment. In addition, it will provide a holistic vision that will enable experts to detect and manage situations such as bullying and cyberbullying in the classroom. 

In this way, TECH has implemented a comprehensive program, which will be divided into two distinct sections. First, the graduate will be able to study the theory completely online, only needing an electronic device with an Internet connection, with the support of the revolutionary Relearning learning methodology, consisting of the reiteration of key concepts for an optimal assimilation of the contents. Ultimately, the degree includes a 3-week internship at a prestigious educational center.

You will deepen your understanding of Multiple Intelligences and strategies to motivate and engage your students, facilitating the creation of personalized study plans that respond to their needs”

This Hybrid professional master’s degree in Teaching Methods and Personalized Education contains the most complete and up-to-date educational program on the market. The most important features include:

• Development of more than 100 case studies presented by Education professionals, experts in Teaching Methods and Personalized Education, as well as university professors with extensive experience in this field
• Its graphic, schematic and eminently practical contents, with which they are conceived, gather essential information on those techniques essential for professional practice
• All of this will be complemented by 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
• Furthermore, you will be able to carry out an internship in one of the best companies

You will strengthen your pedagogical skills, contributing to the optimization of student achievement and the promotion of a more equitable education adapted to the challenges of the 21st century”

In this Hybrid professional master’s degree proposal, of a professionalizing nature and blended learning modality, the program is aimed at updating Education professionals who develop their functions in the field of Teaching Methods and Personalized Education, and who require a high level of qualification. The contents are based on the latest scientific evidence, and oriented in a didactic way to integrate the theoretical knowledge in the educational practice, and the theoretical-practical elements will facilitate the updating of knowledge. 

Thanks to its multimedia content elaborated with the latest educational technology, they will allow the education professional a situated and contextual learning, that is to say, a simulated environment that will provide an immersive learning programmed to train in real situations. This program is designed around Problem-Based Learning, whereby the physician must try to solve the different professional practice situations that arise during the course. For this purpose, students will be assisted by an innovative interactive video system created by renowned experts in the field of educational coaching with extensive experience.

You will explore the active role of the learner, recognizing their protagonism in the teaching-learning process, which will allow you to create more participatory and effective experiences"

You will immerse yourself in didactics and personalized curriculum, as well as in Emotional Education, providing a holistic vision that will improve the educational experience. What are you waiting for to enroll?"

The contents of this academic degree will include learning theories and Educational Psychology, with a focus on Multiple Intelligences and Basic Competencies.  The use of educational technologies and digital platforms that facilitate the personalization of learning will also be studied in depth. In addition, educators will acquire knowledge in innovative methodologies such as Cooperative Learning, Project Based Learning (PBL) and Formative Assessment.

You will work on the development of creativity and critical thinking of your students, through innovative teaching activities, all thanks to an extensive library of innovative multimedia resources”

Module 1. Foundations of Personalized Education

1.1. Human Nature and Person

1.1.1. Human Nature, Person and Personality
1.1.2. Personal Identity
1.1.3. Dimensions of the Human Being
1.1.4. The Person in Educational Scenarios

1.2. The Person and the Personalized Education.

1.2.1. Principles of Personalized Education
1.2.2. Technical Factors that Enable the Practice of Personalized Education
1.2.3. The Model of the Personalized Learning
1.2.4. Personalized Education and Neuropsychology

1.3. Educational Design and Teaching Personalization

1.3.1. Teaching to Learn: Metacognition
1.3.2. Personalized Education Design
1.3.3. Personalized Education Style
1.3.4. Personalized School Environment

1.4. Personalize Education

1.4.1. Operation and Participative Methodology
1.4.2. Situations and Techniques of Personalized Education
1.4.3. Personalized Programming
1.4.4. Activities in Personalized Education

1.5. Motivation and Personalized Education

1.5.1. Concept of Motivation
1.5.2. Motivation and Society
1.5.3. Means and Resources for Teaching Motivation
1.5.4. Motivation Strategies

1.6. Personalizing Learning: The Active Role of the Learner

1.6.1. Learning Styles
1.6.2. Thinking Styles
1.6.3. Learning Strategies
1.6.4. Metacognition and Learning

1.7. Learning Personalization in a School

1.7.1. Educational Agents in a School: The educational community
1.7.2. School Coexistence
1.7.3. Spaces and Material Factors in Personalized Education

1.8. The Role of the School Counselor in Teaching Personalization

1.8.1. School Counselor Who They Are and What Their Duties Are
1.8.2. Guidance Work: Types of Guidance
1.8.3. Orientation and Family
1.8.4. Orientation and the Personalized Education

1.9. Teaching Efficiency and Personalization

1.9.1. Traditional Psychoeducational Paradigms and Methods: Behaviorism and Cognitivism
1.9.2. Constructivism in Education
1.9.3. The Emotional-Personalizing Model
1.9.4. Efficient Teaching

1.10. Personalized Education and Agenda 2030

1.10.1. The 2030 Agenda: A Common Agreement
1.10.2. Sustainable Development Goals
1.10.3. Quality Education
1.10.4. Professional Skills and Educational Skills for Quality Education

Module 2. Personalized Learning

2.1. Reverse Learning: Flipped Classroom and Flipped Learning

2.1.1. Reverse Learning: Flipped Classroom and Flipped Learning
2.1.2. History of the Development of Reverse Learning Methodologies
2.1.3. Innovation and Flipped Classroom
2.1.4. The Teaching Role and the Students in Reverse Learning

2.2. Planning and Development from the Reverse Learning Model

2.2.1. Benefits and Challenges of Reverse Learning
2.2.2. Resources and Contents for Reverse Learning
2.2.3. Educational Program of the Reverse Classroom
2.2.4. Evaluation and Reverse Learning

2.3. Personalized Learning and the Digital World

2.3.1. Digitization and the Information Society
2.3.2. Learning and Social Networks
2.3.3. Educational Networks
2.3.4. Teaching Networks

2.4. Learning Environments and Virtual Learning Environment

2.4.1. Technology in the Educational World
2.4.2. Digital Educational Tools
2.4.3. Virtual Teaching Environments
2.4.4. Personal Learning Environments (PLE)

2.5. Social Learning and Personalized Learning

2.5.1. Social Learning Theories
2.5.2. Collaboration and Cooperation in Learning
2.5.3. Cooperation Structure and Strategies
2.5.4. From Constructivism to Connectivism

2.6. Productive Learning

2.6.1. Productive Learning Conceptualization
2.6.2. The Rural Education System and Productive Learning
2.6.3. Educational Quality and Productive Learning
2.6.4. Educational Model of Productive Learning

2.7. Cooperative Learning I

2.7.1. Conceptualization: Cooperative Learning
2.7.2. Justification of Cooperative Learning
2.7.3. Theoretical Framework of Cooperative Learning
2.7.4. The Guide of Cooperative Learning: The Teacher

2.8. Cooperative Learning II

2.8.1. Inclusion and Cooperative Learning
2.8.2. Cooperate to Learn, Learn to Cooperate
2.8.3. Cooperative Learning Oriented to Equity
2.8.4. Cohesion, Inclusion, Equity and Other Keys of Cooperative Learning and Inclusion

2.9. Learning Communities

2.9.1. The Dialog and its Learning Effects
2.9.2. Dialogic Theories
2.9.3. Concept and Basic Elements of CA
2.9.4. Commissioning of a Learning Community

2.10. Personalized Learning and Emotion

2.10.1. Emotional Education
2.10.2. Positive Psychology
2.10.3. Emotional Competencies of the Teacher
2.10.4. Didactics of Emotional Education

Module 3. Multiple intelligences

3.1. Intelligence Single or Multiple?

3.1.1. First Approaches to the Study of Intelligence
3.1.2. Explanatory Models: Hierarchical and Multifactorial
3.1.3. Recent Theories of Intelligence
3.1.4. Theory of Multiple Intelligences

3.2. Multiple Intelligences

3.2.1. Linguistics and Logical-Mathematical Intelligence
3.2.2. Bodily and Naturalistic Kinesthetic Intelligence
3.2.3. Musical and Spatial Intelligence
3.2.4. Personal Intelligences: Interpersonal and Intrapersonal

3.3. Multiple Intelligences and Learning Styles

3.3.1. Learning Styles of Students with a High-Linguistic Tendency
3.3.2. Learning Styles with High-Kinesthetic-Corporal Tendency.
3.3.3. Learning Styles with a Logical-Mathematical Tendency
3.3.4. Learning Styles and other Tendencies

3.4. Assessment of Multiple Intelligences

3.4.1. Characteristic features of MI Assessment
3.4.2. The Observation Method and Observation Inventories
3.4.3. Portfolio
3.4.4. Multiple Intelligences and Performance Assessment

3.5. Basic Competencies and Multiple Intelligences

3.5.1. What are Basic Competencies?
3.5.2. Competency-Based Education
3.5.3. Competencies and Intelligences
3.5.4. Performance Indicators

3.6. Neurosciences and Multiple intelligences

3.6.1. The Brain and Learning
3.6.2. Neurosciences and Education
3.6.3. The Creative Brain
3.6.4. The Excited Brain and Exciting Education

3.7. Cooperative Learning

3.7.1. What Is Cooperative Learning?
3.7.2. The Fundamentals of Cooperative Learning
3.7.3. Methodology of Cooperative Learning
3.7.4. Strategies and Techniques for Cooperative Learning

3.8. Creativity and Intelligence

3.8.1. What is Creativity?
3.8.2. Multiple Intelligences and Creativity
3.8.3. Creativity and Education
3.8.4. Creativity Evaluation

3.9. Multiple Intelligences in the Classroom

3.9.1. Multiple Intelligences and Educational Syllabus
3.9.2. Multiple Intelligences and Teaching Strategies
3.9.3. Multiple Intelligences and Special Education
3.9.4. Multiple Intelligences and the Classroom

3.10. Tools for Programming and Intervention in Multiple Intelligences

3.10.1. Spectrum Project 
3.10.2. Programming in Multiple Intelligences
3.10.3. Games for Multiple Intelligences
3.10.4. ICT Applications to Work on the MI in the Classroom

Module 4. Creativity and Innovation

4.1. Creativity: What Is It?

4.1.1. Historical Development of the Concept of Creativity
4.1.2. Concepts of Creativity
4.1.3. Creativity as Product, Process and Characteristic
4.1.4. Degrees and Types of Creativity

4.2. Innovation: What Is It?

4.2.1. Innovation: What Is It?
4.2.2. Basic Resources of Innovation: Structure, Information, Evaluation and Training
4.2.3. Innovation as Process
4.2.4. Educational Innovation

4.3. Conditions of Innovation

4.3.1. Reason for Innovation
4.3.2. The Condition of Consensus and Practicality
4.3.3. Innovation and Change
4.3.4. Innovation and Person

4.4. Innovation and Teaching

4.4.1. The Innovative Teacher
4.4.2. The Teacher Mediator in Innovative Development
4.4.3. Leadership and Educational Innovation
4.4.4. Innovative Educational Project

4.5. Intelligence and Creativity

4.5.1. H. Gardner's Theory of Multiple Intelligences
4.5.2. Intelligent and Creative People: High Intellectual Potential
4.5.3. Divergent Thinking, Creativity and Intelligence
4.5.4. Interbehavioral Model of Creative Behavior

4.6. Stimulation of Creativity

4.6.1. How to Enhance Creativity?
4.6.2. Harvard Project
4.6.3. Spectrum Project
4.6.4. Strategies for Developing Creativity

4.7. The Creative and Innovative School

4.7.1. The Role of the School in the Development of Creative Thinking
4.7.2. Creative and Free School: The school of Reggio Emilia
4.7.3. Creativity, Learning and Corners
4.7.4. EMOCREA: A Reality

4.8. Creative and Innovative Classroom

4.8.1. The Classroom: The perfect setting
4.8.2. The Training Program in the Classroom: Innovation and Transformation
4.8.3. Curriculum Development and Innovation
4.8.4. Curricular Innovation Model

4.9. Creativity Evaluation

4.9.1. Common Creativity Evaluation Factors
4.9.2. Classic Creativity Tests
4.9.3. Memory Assessment Kits: VP-FA
4.9.4. Psychometric Indicators of Creativity Assessment: Reliability and Validity

4.10. Creative Experiences in the Classroom

4.10.1. Robotics and STEAM Projects
4.10.2. Creative Writing Workshop
4.10.3. Communication and Creativity
4.10.4. Creativity and Arts: Plastic Arts and Music

Module 5. Developmental Psychology

5.1. Developmental Psychology as a science

5.1.1. Introduction. Conceptualization of Developmental Psychology
5.1.2. Main Explanatory Theories on Developmental Psychology
5.1.3. Metodology in Developmental Psychology

5.2. Fundamentals and Introduction to Developmental Psychology II

5.2.1. Development
5.2.2. Human Development, Growth and Learning
5.2.3. Main Theories of Development

5.3. Alterations in Prenatal Development

5.3.1. Introduction to Behavioral Genetics
5.3.2. Prenatal Development
5.3.3. The Influence of Birth on the Development

5.4. Evolutionary Characteristics of the Individual during the First Three Years of Life: Development

5.4.1. Introduction
5.4.2. Childhood Developmental Study: Basic Concepts
5.4.3. Development in Early Childhood

5.5. Childhood Development (3-5 years)

5.5.1. Cognitive Development (3- 6 Years Old)
5.5.2. Development of Oral Language and Communication
5.5.3. Socio-Affective Development from 3 to 6 Years of Age

5.6. Developmental Disorders in the Early Childhood Education Period

5.6.1. Neurodevelopmental Disorders. Introduction
5.6.2. Intellectual Disability or Intellectual Development Disorders
5.6.3. Communication and Language Disorder
5.6.4. Autism Spectrum Disorder
5.6.5. Attention Deficit Disorder/Hyperactivity Disorder

5.7. Development during Childhood

5.7.1. Cognitive Development
5.7.2. Linguistic Development
5.7.3. Socio-Emotional Development

5.8. Developmental Disorders in the Primary School Period

5.8.1. Behavioral Disorders
5.8.2. Conduct Disorders
5.8.3. Oppositional Defiant Disorder
5.8.4. Antisocial Personality Disorder
5.8.5. Developmental Language Disorder

5.9. Development during Adolescence

5.9.1. Introduction: Adolescence
5.9.2. Cognitive Development in Adolescence
5.9.3. Socio-Emotional Development of the Adolescent
5.9.4. Social Development in Adolescence

5.10. Development in Adulthood: Physical and Psychosocial

5.10.1. Adult Life
5.10.2. Cognitive Life in Adult Life
5.10.3. Adult Social Development

Module 6. Personalized Learning and Alternative Pedagogies

6.1. Alternative Pedagogies for the 21st Century

6.1.1. Differences between the The Traditional School and the School of the Future
6.1.2. Systemic Approach in Education
6.1.3. Out-of-School Learning and Education

6.2. Waldorf Pedagogy

6.2.1. Historical Development: Steiner and the First Waldorf School
6.2.2. Elements of Waldorf School: The Septenios
6.2.3. Learning Materials
6.2.4. Waldorf Pedagogy at Present

6.3. Montessori Pedagogy

6.3.1. Montessori Education Intention
6.3.2. Integral Vision of the Learner
6.3.3. The Montessori Space
6.3.4. Education for Peace

6.4. Reggio Emilia

6.4.1. Loris Malaguzzi, Promoter of Reggio Emilia School
6.4.2. Pedagogical Principles
6.4.3. Structure and Organization of the Center and the Classrooms
6.4.4. International Cooperation Networks: International Recognition of the Reggian Schools

6.5. Free Education: Democratic Schools

6.5.1. Summerhill
6.5.2. Subdury
6.5.3. Rebeca Wild
6.5.4. Living Education and Pedagogy of Freedom

6.6. Learning and Community: Nurture Groups, Learning Communities and Community Schools

6.6.1. The Whole Tribe is Needed to Educate: Learning in Community Communal Learning
6.6.2. Nurturing Groups
6.6.3. Learning Communities
6.6.4. Community Schools

6.7. Freinet and Pedagogy

6.7.1. Celestine Freinet
6.7.2. Traditional Model vs. Freinet Pedagogy
6.7.3. Cooperative Movement of Popular School
6.7.4. Freinet Techniques

6.8. Pedagogy Outside the School: Homeschooling

6.8.1. What is Homeschooling?
6.8.2. Origins of Homeschooling: Legal Background and Jurisprudence
6.8.3. Homeschooling in the World
6.8.4. Advantages and Disadvantages of Homeschooling

6.9. Alternative Pedagogies in Spain

6.9.1. Alternative Pedagogies in the 21st Century
6.9.2. Geographic Study of Alternative Educational Projects in Spain
6.9.3. Alternative Pedagogies In Public Centers
6.9.4. Alternative Pedagogies in Private Centers

6.10. Alternative Pedagogies and New Technologies: Pedagogy in the 21st Century

6.10.1. Alternative Pedagogies and ICTs
6.10.2. Pedagogic Mediation
6.10.3. Educational Software
6.10.4. Evaluation of the Educational Software

Module 7. Methodologies for the Personalized Learning

7.1. Active Methodologies

7.1.1. Historical Development: From Master Class to Cooperative Learning
7.1.2. Ausubel's Significant Learning
7.1.3. Vygotsky's Pedagogical Thinking
7.1.4. Skill Based Learning

7.2. Cooperative and Collaborative Learning

7.2.1. Cooperative Learning Concept
7.2.2. Why Learn Cooperatively?
7.2.3. Collaborative Learning
7.2.4. Use of ICTs 's in Collaborative Learning

7.3. Project Based Learning

7.3.1. Key Concepts
7.3.2. Project-Based Methodology
7.3.3. Project implementation
7.3.4. Virtual Environment

7.4. Game-Based Learning.

7.4.1. Game-Based Learning.: What Is It?
7.4.2. The Game as a Tool of Learning
7.4.3. Board Games and their Application in Education
7.4.4. The Role of the Teacher in the Game-Based Learning

7.5. Gamification

7.5.1. What is Gamification?
7.5.2. Gamification and Motivation
7.5.3. The Importance of Fun on Learning
7.5.4. A Gamified Design: Elements and Loops

7.6. Reverse Learning or Flipped Learning

7.6.1. What Is Reverse Learning?
7.6.2. Application Flipped Classroom and Flipped Learning
7.6.3. Flipped Learning Evaluation
7.6.4. Resources for Flipped Learning

7.7. CLIL Methodology

7.7.1. Introduction and Conceptualization of CLIL Methodology
7.7.2. CLIL Methodology CLIL Methodology: The 5 Cs and Bloom's Wheel
7.7.3. CLIL Approach: Customized Approach
7.7.4. The CLIL Methodology in Reality

7.8. Robotics and Education

7.8.1. Pedagogical Model for Innovation
7.8.2. The Robot
7.8.3. Methodology
7.8.4. A Robotic Project: RobotLab

7.9. Mindfulness

7.9.1. What is Mindfulness?
7.9.2. Compassionate Education
7.9.3. Mindfulness in the Classroom
7.9.4. Effectiveness of Mindfulness in Students

Module 8. Inclusive Education

8.1. Principles of Inclusive Education

8.1.1. Evolution Over Time
8.1.2. Inclusive School Features
8.1.3. The Inclusion in International Agreements
8.1.4. Inclusive Education Networks

8.2. Early Care for Inclusive Education

8.2.1. Early Care: Evolution and Concept
8.2.2. Early Diagnosis and Early Intervention
8.2.3. Models of Early Care
8.2.4. Basic and Adaptative Skills

8.3. School Guidance

8.3.1. School Guidance: The Guidance Counselor's Role
8.3.2. Educational guidance teams
8.3.3. School Guidance and Special Education
8.3.4. Ethics and Deontology of School Guidance

8.4. Attention to Diversity in Inclusive School

8.4.1. What Is an Inclusive School?
8.4.2. Attention to Diversity in the Classroom
8.4.3. Attention to Diversity Measures: Grouping and Curricular Flexibility
8.4.4. Counselor and the Diversity Attention Plan

8.5. Educational Needs

8.5.1. Specific Educational Support Needs (SNES)
8.5.2. Special Educational Needs (SEN)
8.5.3. Presence, Learning and Participation
8.5.4. Educational Guidance and SEN

8.6. Specific Learning Difficulties

8.6.1. Specific Learning Difficulties: ASD and SEN
8.6.2. Specific Learning Difficulties in Reading and Writing
8.6.3. Specific Learning Difficulties in Mathematics
8.6.4. Activities and Resources for an Inclusive School

8.7. Intercultural Education

8.7.1. Immigrant Students
8.7.2. Intercultural Communication
8.7.3. Family Care
8.7.4. Intercultural Approach

8.8. High Abilities: Inclusivity or Exclusivity?

8.8.1. High Intellectual Ability Students
8.8.2. Assessment and Identification of High Abilities
8.8.3. Educational intervention with Students with High Intellectual Abilities
8.8.4. Resources

8.9. Teacher Training for Inclusive Education

8.9.1. Previous Aspects to Consider

8.9.1.1. Basis and Purpose
8.9.1.2. Essential Elements of the Initial Training

8.9.2. Main Theories and Models
8.9.3. Criteria for the Design and Development of Teacher Education
8.9.4. Continuing education
8.9.5. Profile of the Teaching Professional
8.9.6. Teaching Expertise in Inclusive Education

8.9.6.1. The Support Teachers Functions
8.9.6.2. Emotional Skills

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

8.10.1. Family Involvement in the School

8.10.1.1. The Family and the School as Developmental Environments
8.10.1.2. The Importance of Cooperation between Educational Agents
8.10.1.3. Types of Family Participation
8.10.1.4. Parent Schools
8.10.1.5. The Parent-Teacher Association (PTA)
8.10.1.6. Difficulties in Participation
8.10.1.7. How to improve Family Participation?

Module 9. Didactics and Personalized Syllabus

9.1. Conceptualization of Didactics and Syllabus Theory

9.1.1. Concept of Didactics
9.1.2. Teaching and Syllabus
9.1.3. Contents: The Relation between Didactics and Curriculum
9.1.4. Didactics Today

9.2. Instructional Design

9.2.1. Instructional Design Concept
9.2.2. Instructional Design Models
9.2.3. Instructional Design Types
9.2.4. The Instructional Designer

9.3. Syllabus Adaptations

9.3.1. Syllabus Concretion
9.3.2. Curricular Adaptation: Conceptualization
9.3.3. Types of Curricular Adaptations
9.3.4. Curricular Adaptation Design

9.4. Educational Programming

9.4.1. Programming
9.4.2. General Principles
9.4.3. Teaching Units
9.4.4. Contents of the Teaching Unit

9.5. The Educational Syllabus

9.5.1. Syllabus Project
9.5.2. Elements of the Syllabus
9.5.3. The Syllabus of Early-Childhood Education
9.5.4. The Syllabus of Elementary School Education

9.6. The Educational Syllabus

9.6.1. Special Educational Needs
9.6.2. Educational Response to Special Educational Needs
9.6.3. Early Detection and Early Care
9.6.4. Attention to Diversity Measures

9.7. Didactics for Sociocultural Inclusion

9.7.1. Educational Inclusion from the Sociocultural Approach
9.7.2. Key Concepts in Sociocultural Inclusion: Proximate Development Zone and Scaffolding
9.7.3. Interaction and Communication: Socialization Processes
9.7.4. Augmentative and Alternative Systems

9.8. Didactic Means and Resources

9.8.1. Didactic Resources in Pencil and Paper
9.8.2. Design and Graphic Resources
9.8.3. Design and Virtual Resources: The Digital Whiteboard and Multimedia Features
9.8.4. Virtual Learning Environments

9.9. Elementary School Didactics

9.9.1. Universal Design Learning
9.9.2. Systematic Pedagogy
9.9.3. Cooperative Learning
9.9.4. Personalized Assessment

9.10. Learning Assessment

9.10.1. Latest Information on Educational Assessment
9.10.2. Models of Educational Assessment
9.10.3. Competency-Based Assessment
9.10.4. Measuring, Evaluating and Rating: Differentiating Concepts

Module 10. Emotional and Values Education

10.1. Emotional Education and Well-Being

10.1.1. Well-Being: Subjective, Individual, Reflexive and Community
10.1.2. Values
10.1.3. Emotional, Ethical and Moral Education
10.1.4. Mental Molds

10.2. Exciting Education

10.2.1. From Emotional Education to Exciting Education
10.2.2. Emotion: Definitions and Components
10.2.3. The Role of Emotions
10.2.4. The Emotional Teacher

10.3. Positive Psychology

10.3.1. History and Origin of Positive Psychology
10.3.2. Characteristics of Positive Psychology
10.3.3. Positive Psychology and Well-Being
10.3.4. Human Strengths

10.4. Positive Emotions

10.4.1. Positive Emotions
10.4.2. Development and Effect of Positive Emotions
10.4.3. Neuroanatomy of Positive Emotions: Mirror Neurons
10.4.4. Smile, Well-Being and Pleasure

10.5. Emotional Skill

10.5.1. Emotional Skills
10.5.2. Emotional Autonomy and Emotional Management
10.5.3. Social Skills
10.5.4. Emotional Awareness

10.6. Coexistence and Education

10.6.1. Interpersonal Relationships and the Classroom
10.6.2. Educational Styles and their Importance in School Coexistence
10.6.3. Emotional and Social Growth
10.6.4. School Coexistence

10.7. Emotional Education and Evolutionary Development

10.7.1. Reasons, Feelings and Emotions
10.7.2. Stages of Emotional Maturation: From 0 to 6 Years Old
10.7.3. Stages of Emotional Maturation: from 6 to 12 Years Old
10.7.4. Adolescence and Emotion

10.8. Emotional Education: Transversal?

10.8.1. Transversality and Transversal Subjects
10.8.2. Objectives and Characteristics of Transversal Subjects
10.8.3. Assessment of the Tutorial Action Plan
10.8.4. Transversality and Cultural Integration

10.9. Emotional Education and Transversal Components

10.9.1. Citizenship Education
10.9.2. Education for Peace and Human Rights
10.9.3. Sex Education
10.9.4. Health Education

10.10. Anger and School Bullying

10.10.1. Anger as Basic Emotion
10.10.2. Anger Management and Emotional Regulation
10.10.3. School Conflict
10.10.4. Bullying: Bullying and Cyberbullying

The contents will include modules dedicated to Educational Inclusion, addressing strategies for working with students with special needs and promoting diversity in the classroom”