This Postgraduate diploma in Educational Innovation in High Abilities will maximize your chances of achieving professional success” 

One of the essential factors in the care of children and adolescents with High Abilities is that it must be provided in all their environments, especially in the educational, social and family ones. Therefore, professionals with advanced and specialized knowledge in this type of cases are essential to be able to carry out the necessary educational innovation in this field.

This is the reason why TECH has created a Postgraduate diploma in Educational Innovation in High Abilities, with which it seeks to meet the demand for qualified professionals with specialized skills and competencies in this area, enabling them to carry out their work with maximum efficiency and quality in their jobs. In this way, the syllabus delves into Guidance Teams, Developmental Models, Risk Factors of High Abilities or Clinical Aspects of Giftedness through very complete theoretical and practical contents.

All of this, under a 100% online modality and with up-to-date, dynamic and precise didactic materials that represent a unique opportunity in the labor market. In addition, with total freedom on the part of the student to carry out their studies and to be able to organize their schedules, without limitations of any kind and being able to carry out their other day-to-day activities.

Get to know in depth the reality of working with students with High Abilities, thanks to a wide variety of practical activities”

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

• The development of case studies presented by experts in Educational Innovation in High Abilities
• 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 self-assessment can be used 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

A program in 100% online mode that will allow you to enhance your professional profile in the educational field, without leaving home and at any time of the day”

The program’s teaching staff includes professionals from the field who contribute their work experience to this educational 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 immersive education programmed to learn in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise during the educational year. For this purpose, the students will be assisted by an innovative interactive video system created by renowned and experienced experts. 

Access all the content on Educational Innovation in High Abilities, from your mobile, tablet or computer"

Enroll now and delve into aspects such as Intellectual Precocity or Learning Styles in a few months and with any device with Internet connection"

The structure and content of this syllabus have been meticulously designed by TECH's leading experts in Educational Innovation in High Abilities. In this way, the most up-to-date, complete and dynamic didactic materials have been created, always based on TECH's pedagogical methodology, Relearning, which guarantees a progressive, natural and optimal assimilation of the essential concepts by the students.

You will obtain a wide range of resources that will facilitate the process of learning and overcoming this Postgraduate diploma in Educational Innovation in High Abilities”

Module 1. Educational Paradigm and Pedagogical Framework of High Abilities 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

1.2.1. LOE-LOMCE
1.2.2. International Treaties

1.3. Organizing the Curriculum and High Abilities Individuals

1.3.1. Educational Plans and Projects
1.3.2. Organizing the Curriculum and the Classroom
1.3.3. 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 Abilities 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 Abilities Individuals

1.6.1. Definition and History of The Biopsychosocial Model
1.6.2. Some Sociocultural Models that Explain High Abilities
1.6.3. The Biopsychosocial Model: The Integrative Model
1.6.4. Scientific Framework of High Capacity
1.6.5. High Capacity from a Pedagogical Perspective

1.7. Multidisciplinary Evolution

1.7.1. Attention to Diversity: Detection, Assessment and Diagnosis
1.7.2. Psychopedagogical Evaluation
1.7.3. The Psycho-Pedagogical Assessment in High Capacity Intellectuals
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; NEAE Regulations
1.8.3. Definition and Classification of Specific Educational Needs
1.8.4. Characteristics of NEAE
1.8.5. Teaching Training Needs and Educational Response to the ACNEAE

1.9. The Challenge of the 21st 21St Century School Regarding High-Capacity Individuals

1.9.1. A Brief Historical Review
1.9.2. A Plural and Democratic Society
1.9.3. The Challenges of 21st Century Education in Terms of Diversity
1.9.4. The Educational Challenges of the 21st Century with Regard to High Capacity
1.9.5. Competency-Based Learning in Students with High Capacity

Module 2. Definition and Classification of High Abilities

2.1. Definitions of High Abilities

2.1.1. What do we mean by High Capacity?
2.1.2. Models to Differentiate High Abilities
2.1.3. Definition of High Abilities: Principles to Be Taken into Account
2.1.4. Variables Involved in the Identification of High Abilities
2.1.5. Risk Factor for High Abilities
2.1.6. Defining the diversity of High Abilities: Profiles of High Intellectual Capacity

2.2. Spectrum of High Abilities

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 Precocity

2.3.1. Characteristics of Intellectual Precocity
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. Clinical Aspects of Giftedness

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 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 Assessment Instruments
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. ICT and its possibilities for students with AACC

3.4. Structure and Abilities in Cooperative Learning

3.4.1. Implementation of Collaborationism
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. The Teacher's Guide in The Digital Age
3.8.2. The Classroom as a Scenario of Learning

3.9. Assessment of Cooperative Learning

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

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. Visual Arts in the Pre-School Stage
4.4.2. Visual Arts in the Primary-School Stage
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 Strategies and Planning in High School Education

4.6.1. Metacognitive Strategies in High School
4.6.2. Strategies for Learning Assessment in High School

4.7. Flipped Classroom

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

4.8. Gamification

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

4.9. Resource Bank at Different Stages for High Abilities Individuals

4.9.1. Resources in Pre-School and Primary School Education
4.9.2. Resources in High School Education

Acquire new knowledge and better skills, thanks to a unique and totally efficient pedagogical methodology, TECH Relearning”