You will approach complementary disciplines such as Neurolinguistic Programming, Emotional Intelligence, Mindfulness or Neuroscience which will lead you to meet your educational objectives” 

Learning has evolved with technological advances and new educational dynamics, requiring innovative strategies to optimize teaching. In this context, Educational Coaching has established itself as an effective methodology to enhance the personal and professional development of educators, students, and families. Through specialized tools, educators can foster socio-emotional skills, improve communication, and facilitate more effective and meaningful learning processes in the classroom. 

This program offers an immersion in advanced methodologies that integrate approaches such as Neuro-Linguistic Programming, Emotional Intelligence, and Neuroscience applied to education. These disciplines allow educators to acquire key competencies to guide students in knowledge construction, skill development, and emotional management, thereby promoting autonomous and reflective learning. Additionally, the program provides strategies to address current challenges in education, such as student motivation and bullying prevention. 

Following the standards set by the International Coach Federation (ICF) and other leading organizations, this program guarantees an up-to-date, evidence-based approach. The application of these methodologies in the educational environment has proven to be highly effective in strengthening students' confidence, enhancing their talents, and improving their academic performance. Moreover, it allows educators to play a more active role in the transformation of education, promoting an inclusive and stimulating learning environment. 

Through an innovative and flexible teaching model, graduates will be prepared to implement change processes in educational institutions, designing action plans tailored to the individual needs of students. This approach not only contributes to the improvement of educational quality but also drives the evolution of the educational system toward more dynamic, humanized practices centered on meaningful learning. 

Master coaching tools and innovative methodologies to transform learning and enhance students' socio-emotional development” 

This Master's Degree in Educational Coaching contains the most complete and up-to-date university program on the market. Its most notable features are:

• The development of case studies presented by experts in Educational Coaching. 
• 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

Discover innovative approaches such as Project-Based Learning, dialogic discussions, and learning communities to promote inclusion” 

The teaching staff includes professionals from the field of Educational Coaching, who bring their practical experience to this program, as well as recognized 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 an immersive learning experience designed to prepare for real-life situations. 

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

Acquire leadership skills and advanced pedagogical strategies to manage groups, improve communication, and foster academic excellence"

TECH offers you the most innovative didactic methodology in the current academic panorama"

The educational materials for this Master's Degree have been developed by a team of experts in Educational Coaching and applied neuroscience. As a result, the curriculum covers innovative strategies that enhance the personal and academic development of students, strengthening their self-esteem, motivation, and socio-emotional skills. It also delves into tools such as Neuro-Linguistic Programming, Emotional Intelligence, and mindfulness, providing graduates with the necessary knowledge to design more effective and personalized teaching processes. 

Access content designed by experts in education and coaching, with modules on teacher well-being, educational excellence, and systemic pedagogy” 

Module 1. Neurosciences and Education 

1.1. Neuroscience 

1.1.1. Introduction 
1.1.2. Concept of Neuroscience 
1.1.3. Neuromyths 

1.1.3.1. We Only Use 10% of the Brain 
1.1.3.2. Right Brain vs. Left Brain 
1.1.3.3. Learning Styles 
1.1.3.4. Male Brain vs. Female Brain 
1.1.3.5. Critical Learning Periods 

1.2. The Brain 

1.2.1. Brain Structures 

1.2.1.1. Cerebral Cortex 
1.2.1.2. Cerebellum 
1.2.1.3. Basal Ganglia 
1.2.1.4. Limbic System 
1.2.1.5. Brainstem 
1.2.1.6. Thalamus 
1.2.1.7. Spinal Cord 
1.2.1.8. Main Functions of the Brain 

1.2.2. Triune Model 

1.2.2.1. The Reptilian Brain 
1.2.2.2. The Emotional Brain 
1.2.2.3. The Neocortex 

1.2.3. Bilateral Model 

1.2.3.1. The Right Hemisphere 
1.2.3.2. The Left Hemisphere 
1.2.3.3. Functioning of the Cerebral Hemispheres 

1.2.4. Cognitive Brain and Emotional Brain 

1.2.4.1. The Rational Brain 
1.2.4.2. The Emotional Brain 

1.2.5. Neurons 

1.2.5.1. What Are Mantras? 
1.2.5.2. Neuronal Pruning 

1.2.6. What Are Neurotransmitters? 

1.2.6.1. Dopamine 
1.2.6.2. Serotonin 
1.2.6.3. Endorphin 
1.2.6.4. Glutamate 
1.2.6.5. Acetylcholine 
1.2.6.6. Norepinephrine 

1.3. Neuroscience and Learning 

1.3.1. What is Learning? 

1.3.1.1. Learning as Memorization 
1.3.1.2. Learning as Accumulation of Information 
1.3.1.3. Learning as Interpretation of Reality 
1.3.1.4. Learning as Action 

1.3.2. Mirror Neurons 

1.3.2.1. Learning by Example 

1.3.3. Levels of Learning 

1.3.3.1. Bloom’s Taxonomy 
1.3.3.2. SOLO Taxonomy 
1.3.3.3. Levels of Knowledge 

1.3.4. Learning Styles 

1.3.4.1. Convergent 
1.3.4.2. Divergent 
1.3.4.3. Accommodating 
1.3.4.4. Assimilator 

1.3.5. Types of Learning 

1.3.5.1. Implicit Learning 
1.3.5.2. Explicit Learning 
1.3.5.3. Associative Learning 
1.3.5.4. Significant Learning 
1.3.5.5. Cooperative Learning 
1.3.5.6. Cooperative Learning 
1.3.5.7. Emotional Learning 
1.3.5.8. Rote Learning 
1.3.5.9. Discovery Learning 

1.3.6. Competencies for Learning 

1.4. Multiple Intelligences 

1.4.1. Definition 

1.4.1.1. According to Howard Gardner 
1.4.1.2. According to other Authors 

1.4.2. Classification 

1.4.2.1. Linguistic Intelligence 
1.4.2.2. Logical-Mathematical Intelligence 
1.4.2.3. Spatial Intelligence 
1.4.2.4. Musical Intelligence 
1.4.2.5. Bodily-Kinesthetic Intelligence 
1.4.2.6. Intrapersonal Intelligence 
1.4.2.7. Interpersonal Intelligence 
1.4.2.8. Naturopathic Intelligence 

1.4.3. Multiple Intelligences and Neurodidactics 
1.4.4. How to Work Multiple Intelligences in the Classroom? 
1.4.5. Advantages and Disadvantages of Applying Multiple Intelligences in Education 

1.5. Neuroscience- Education 

1.5.1. Neuroeducation 

1.5.1.1. Introduction 
1.5.1.2. What Is Neuroeducation? 

1.5.2. Brain Plasticity 

1.5.2.1. Synaptic Plasticity 
1.5.2.2. Neurogenesis 
1.5.2.3. Learning, Environment and Experience 
1.5.2.4. The Pygmalion Effect 

1.5.3. Memory 

1.5.3.1. What Is Memory? 
1.5.3.2. Types of Memory 
1.5.3.3. Levels of Processing 
1.5.3.4. Memory and Emotion 
1.5.3.5. Memory and Motivation 

1.5.4. Emotion 

1.5.4.1. Binomial Emotion and Cognition 
1.5.4.2. Primary Emotions 
1.5.4.3. Secondary Emotions 
1.5.4.4. Functions of Emotions 
1.5.4.5. Emotional States and Implication in the Learning Process 

1.5.5. Attention 

1.5.5.1. Attentional Networks 
1.5.5.2. Relationship between Attention, Memory, and Emotion 
1.5.5.3. Executive Attention 

1.5.6. Motivation 

1.5.6.1. The 7 Stages of School Motivation 

1.5.7. Contributions of Neuroscience to Learning 
1.5.8. What Is Neurodidactics? 
1.5.9. Contributions of Neurodidactics to Learning Strategies 

1.6. Neuroeducation in the Classroom 

1.6.1. The Role of the Neuroeducator 
1.6.2. Neuroeducational and Neuropedagogical Importance 
1.6.3. Mirror Neurons and Teacher Empathy 
1.6.4. Empathic Attitude and Learning 
1.6.5. Classroom Applications 
1.6.6. Classroom Organization 
1.6.7. Proposal for Classroom Improvement 

1.7. Playing and New Technologies 

1.7.1. Etymology of Playing 
1.7.2. Benefits of Playing 
1.7.3. Learning by Playing 
1.7.4. The Neurocognitive Process 
1.7.5. Basic Principles of Educational Games 
1.7.6. Neuroeducation and Board Games 
1.7.7. Educational Technology and Neuroscience 

1.7.7.1. Integration of Technology in the Classroom 

1.7.8. Development of Executive Functions 

1.8. Body and Brain 

1.8.1. The Connection between Body and Brain 
1.8.2. The Social Brain 
1.8.3. How Do We Prepare the Brain for Learning? 
1.8.4. Nutrition 

1.8.4.1. Nutritional Habits 

1.8.5. Rest 

1.8.5.1. Importance of Sleep in Learning 

1.8.6. Exercise 

1.8.6.1. Physical Exercise and Learning 

1.9. Neuroscience and School Failure 

1.9.1. Benefits of Neuroscience 
1.9.2. Learning Disorders 
1.9.3. Elements for a Success-Oriented Pedagogy 
1.9.4. Some Suggestions for Improving the Learning Process 

1.10. Reason and Emotion 

1.10.1. The Binomial Reason and Emotion 
1.10.2. What Are Our Emotions Good for? 
1.10.3. Why Educate Emotions in the Classroom? 
1.10.4. Effective Learning through Emotions 

Module 2. Beliefs, Values, and Identity 

2.1. Nature of Beliefs 

2.1.1. Concepts about Beliefs 
2.1.2. Characteristics of a Belief 
2.1.3. Belief Formation 
2.1.4. Behavior and Beliefs 
2.1.5. Limiting Beliefs 
2.1.6. Empowering Beliefs 
2.1.7. Origin of Limiting Beliefs 

2.2. Managing Belief Change 

2.2.1. Healing the Past 
2.2.2. Basis of Coping with Belief Change 
2.2.3. Robert Dilts 
2.2.4. Morty Lefkoe 
2.2.5. “The Word”, Byron Katie 

2.3. Mindset for Change and Innovation 

2.3.1. Fixed Mindset 
2.3.2. Growth Mindset 
2.3.3. Comparing Fixed and Growth Mindsets 
2.3.4. Attitude for Change and Innovation 
2.3.5. Zone of Inertia 
2.3.6. Learning Zone 

2.4. Coaching and Change 

2.4.1. Simon Sinek’s Golden Circle 
2.4.2. Neurological Levels of Change and Learning 

2.4.2.1. Environment 
2.4.2.2. Behavior 
2.4.2.3. Capacity 
2.4.2.4. Values and Beliefs 
2.4.2.5. Identity 
2.4.2.6. Transpersonality 

2.4.3. Remedial Changes 
2.4.4. Generative Changes 
2.4.5. Evolutionary Changes 
2.4.6. Recognition of the Neurological Level 

2.5. Values and Counter-Values 

2.5.1. Conceptualization of Values 
2.5.2. Types of Values 
2.5.3. Learning of Values 
2.5.4. Values and Behavior 
2.5.5. Counter-Values 
2.5.6. Value Recognition Dynamics 
2.5.7. Dynamics for Counter-Value Recognition 

2.6. Identity 

2.6.1. Identity Traits 
2.6.2. Concept of Identity 
2.6.3. Tradition and Identity 
2.6.4. Psychological Models and Identity 
2.6.5. Identity and Science 

2.7. Personality Models 

2.7.1. Enneagram 
2.7.2. Discovering Your Own Enneagram 
2.7.3. Evolution from the Enneagram 
2.7.4. Use of the Enneagram in Social and Group Interactions 
2.7.5. Inner Archetypes 
2.7.6. Transformational Coaching 

2.8. Logical Levels 

2.8.1. Human Needs and Maslow’s Pyramid 
2.8.2. Richard Barrett’s Levels of Consciousness 
2.8.3. Self-Actualization 
2.8.4. Altruism and Service 
2.8.5. Alignment of Levels 

2.9. Approach to Beliefs, Values, and Identity in Education 

2.9.1. Beliefs for Educational Excellence 
2.9.2. Pygmalion Effect 
2.9.3. The Importance of High Expectations 
2.9.4. Diversity: Inclusiveness 
2.9.5. The Values of Positive Psychology 
2.9.6. Values-based Education 
2.9.7. Self-Esteem and Recognition: Identity Construction 

Module 3. Coaching 

3.1. What Is Coaching?

3.1.1. An Objective-Driven Process 

3.1.1.1. The Importance of Defining the Objective 
3.1.1.2. Starting from the End 
3.1.1.3. How to Define a SMARTER Objective? 
3.1.1.4. From Apparent to Real Objective 
3.1.1.5. Target Characteristics 

3.1.2. A Process Among People 

3.1.2.1. Coaching Framework or Context 
3.1.2.2. The Coaching Relationship 
3.1.2.3. Influences in the Coaching Process 
3.1.2.4. Trust 
3.1.2.5. Respect 

3.1.3. The Bond 
3.1.4. A Communicative Process 

3.1.4.1. The Power of Language 
3.1.4.2. Active Listening 
3.1.4.3. Lack of Judgment 
3.1.4.4. Non-Verbal Communication 

3.1.5. An Action-Oriented Process 

3.1.5.1. The Importance of Action 
3.1.5.2. Designing an Action Plan 
3.1.5.3. Follow-up 
3.1.5.4. Evaluation 
3.1.5.5. A Creative Process 
3.1.5.6. Generating Options 
3.1.5.7. Choosing Options 

3.2. The Origins and Background of Coaching 

3.2.1. Philosophical Origins and Maieutics 

3.2.1.1. Pre-Socratics 
3.2.1.2. The Maieutics of Socrates 
3.2.1.3. Plato 
3.2.1.4. Later Philosophical Influences 

3.2.2. Influences of Humanistic Psychology 

3.2.2.1. The Basics of Humanistic Psychology 
3.2.2.2. Confidence in the Client’s Ability 
3.2.2.3. Focus on Potentialities and Possibilities 

3.2.3. Contributions of Positive Psychology 

3.2.3.1. The Basics of Positive Psychology 
3.2.3.2. Conditions for Positive Psychology 
3.2.3.3. Human Strengths 
3.2.3.4. Meaning and Purpose in Life 

3.2.4. The Winner Game 

3.2.4.1. Deliberate Practice 
3.2.4.2. Improvement in Sports Performance 
3.2.4.3. Galwain 

3.2.5. Orientalism 

3.2.5.1. Importance of the Process or Pathway 
3.2.5.2. Objectives as Goals 
3.2.5.3. Detachment from Expectations and Achievements 
3.2.5.4. Understanding Suffering 
3.2.5.5. The Power of the Present 

3.2.6. Other Influences 

3.2.6.1. Systemic Psychology 
3.2.6.2. Gestalt Psychology 
3.2.6.3. Concept of Flow 
3.2.6.4. Zen Teachings 
3.2.6.5. Management 
3.2.6.6. Neurosciences 
3.2.6.7. Epigenetics 

3.3. Current Schools and Trends 

3.3.1. The American School 

3.3.1.1. Practical Coaching Approach 
3.3.1.2. Thomas Leonard 
3.3.1.3. Other Exponents 

3.3.2. The European School 

3.3.2.1. Humanistic Coaching 
3.3.2.2. John Whitmore 
3.3.2.3. Other Exponents of European Coaching 

3.3.3. The Latin American School 

3.3.3.1. The Ontological Coaching Approach 
3.3.3.2. Rafael Echeverría and Julio Olalla 
3.3.3.3. Other Exponents of Latin American Coaching 

3.4. Differences Between Coaching and Other Approaches 

3.4.1. Relationship Specificities in Coaching 

3.4.1.1. The Coachee’s Responsibility 
3.4.1.2. The Role of the Coach 
3.4.1.3. Achieving Objectives 

3.4.2. The Limits of Coaching 

3.4.2.1. Psychological Conditions of the Coachee 
3.4.2.2. The Coach’s Review and Personal Work 
3.4.2.3. Discomfort and Neurosis in Coaching Processes 
3.4.2.4. Signs of Psychosis in the Coachee 
3.4.2.5. Considerations on Referring the Coachee to Psychotherapy Professionals 
3.4.2.6. Addressing Coaching Processes with Coachees Undergoing Psychiatric Treatment 

3.4.3. Cognitive-Behavioral 

3.4.3.1. The Pychotherapeutic Approach 
3.4.3.2. The Psychodynamic Approach 
3.4.3.3. The Humanistic Approach 
3.4.3.4. The Gestalt Approach 
3.4.3.5. The Behavioral Approach 
3.4.3.6. The Jungian Approach 
3.4.3.7. Systemic Approach 
3.4.3.8. Complementation of Psychotherapy in Coaching Processes 

3.4.4. Mentoring 

3.4.4.1. Mentoring Objectives 
3.4.4.2. Relationships in Mentoring 
3.4.4.3. The Power of Trust in Mentoring 
3.4.4.4. Mentoring Advice in Mentoring 
3.4.4.5. The Limits of Mentoring 
3.4.4.6. Complementation of Mentoring with Coaching Processes 

3.4.5. Consulting 

3.4.5.1. Relationships in Consulting 
3.4.5.2. The Objectives of Consulting 
3.4.5.3. Complementation of Consulting with Coaching Processes 

3.4.6. Counseling 

3.4.6.1. Relationships in Counseling 
3.4.6.2. Objectives and Scope 
3.4.6.3. Complementation of Counseling with Coaching Processes 

3.4.7. Empowerment 

3.4.7.1. Definition 
3.4.7.2. Processes 
3.4.7.3. Types 

3.4.8. Other Approaches 

3.4.8.1. Art Therapy 
3.4.8.2. Music Therapy 
3.4.8.3. Drama Therapy 
3.4.8.4. Dance Therapy 
3.4.8.5. Body Therapies and Mind-Body Integrative Therapies 

3.5. Areas of Coaching 

3.5.1. Live Coaching 

3.5.1.1. Personal 
3.5.1.2. Family 
3.5.1.3. Relationship 

3.5.2. Sports Coaching 

3.5.2.1. Professional Sports Coaching 
3.5.2.2. Health and Fitness Coaching 
3.5.2.3. Executive Coaching 
3.5.2.4. Team Coaching 
3.5.2.5. Business Coaching 
3.5.2.6. Nutritional Coaching 
3.5.2.7. Systemic Coaching 
3.5.2.8. Psycho-Coaching 
3.5.2.9. Transformational Coaching 
3.5.2.10. Educational Coaching 

3.6. The Skills of a Coach 

3.6.1. Code of Ethics 

3.6.1.1. Ecology 
3.6.1.2. Confidentiality 
3.6.1.3. Forming Partnerships 
3.6.1.4. Creating the Bond 
3.6.1.5. Honesty 
3.6.1.6. Transparency 
3.6.1.7. Respect 
3.6.1.8. Commitment 

3.6.2. Internal Skills 

3.6.2.1. Self-Knowledge 
3.6.2.2. Vulnerability 
3.6.2.3. Proactivity 
3.6.2.4. Empathy 
3.6.2.5. Reflection 

3.6.3. External Skills 

3.6.3.1. Effective Communication 
3.6.3.2. Active Listening 
3.6.3.3. Admiration 
3.6.3.4. Assertiveness 
3.6.3.5. Feedback 
3.6.3.6. Process Management 
3.6.3.7. Silence 
3.6.3.8. Motivation 

3.6.4. Coaching Associations 

3.6.4.1. International Coach Federation 
3.6.4.2. International Coaching Community 
3.6.4.3. International Association of Coaching and Psychology 

3.6.5. Coaching Qualifications and Training 

3.6.5.1. Quality Preparation Requirements 
3.6.5.2. Accredited Programs 
3.6.5.3. Professional Coach Certification 
3.6.5.4. Certification Process 

3.6.6. The 11 ICF Core Competencies 

3.6.6.1. Laying the Foundations 
3.6.6.2. Co-Creating the Relationship 
3.6.6.3. Communicating Effectively 
3.6.6.4. Cultivating Learning and Growth 

3.7. Session Structure 

3.7.1. Coach and Coachee Roles 

3.7.1.1. Role and Responsibilities of the Coach 
3.7.1.2. Role and Responsibilities of the Coachee 
3.7.1.3. The Coaching Process 
3.7.1.4. Defining Objectives 
3.7.1.5. Action Plan 
3.7.1.6. Commitment 
3.7.1.7. Partnerships 
3.7.1.8. Evaluation 

3.7.2. Sponsor 

3.7.2.1. Company, Management or Institution as Sponsor 
3.7.2.2. Company and Coachee Objectives 
3.7.2.3. Responsibility in the Coaching Process 

3.7.3. Structure and Framework 

3.7.3.1. Initial Situation 
3.7.3.2. Desired Situation 
3.7.3.3. Distance Between the Start and Coaching Goal 

3.7.4. Partnership and Contract 

3.7.4.1. The Convenience of an Alliance 
3.7.4.2. The Contract and Contractual Matters 
3.7.4.3. Differences and Complementarity Between Partnership and Contract 

3.7.5. Types of Session According to their Purpose 

3.7.5.1. On Contact 
3.7.5.2. On the Starting Process 
3.7.5.3. On Development 
3.7.5.4. On Follow-Up 
3.7.5.5. On Assessment 
3.7.5.6. On Closure 

3.7.6. Closing the Relationship 

3.7.6.1. Evaluation of the Process 
3.7.6.2. Relationship Evaluation 
3.7.6.3. Evaluation of Goal Achievement 

3.8. Models 

3.8.1. Wasick 
3.8.2. PIE 
3.8.3. STIR 
3.8.4. GROW Model 

3.8.4.1. Objective 
3.8.4.2. Reality 
3.8.4.3. Options 
3.8.4.4. Action 

3.8.5. OUTCOMES Model 

3.8.5.1. Objectives 
3.8.5.2. Reasons 
3.8.5.3. Acting from Now 
3.8.5.4. Clarifying the Difference 
3.8.5.5. Generating Options 
3.8.5.6. Motivating to Action 
3.8.5.7. Enthusiasm and Incentives 
3.8.5.8. Support 

3.8.6. ACHIEVES Model 

3.8.6.1. Assess Current Situation 
3.8.6.2. Create Brainstorming of Alternatives 
3.8.6.3. Home Goals 
3.8.6.4. Initiate Options 
3.8.6.5. Evaluate Options 
3.8.6.6. Valid Action Plan Design 
3.8.6.7. Entourage Momentum 

3.9. Coactive Coaching 

3.9.1. Fundamentals of Coactive Coaching 
3.9.2. The Coactive Coaching Model 
3.9.3. The Coactive Coaching Relationship 
3.9.4. Contexts 

3.9.4.1. Listening 
3.9.4.2. Intuition 
3.9.4.3. Curiosity 
3.9.4.4. Pushing and Deepening 
3.9.4.5. Self Management 

3.9.5. Principles and Practices 

3.9.5.1. Fullness 
3.9.5.2. Process 
3.9.5.3. Balance 
3.9.5.4. Combining 

3.10. Coaching as a Tool for the Evolution of Groups, Companies, and Communities 

3.10.1. Current Challenges for Companies and Institutions 
3.10.2. Organizational Coaching 
3.10.3. Company Objectives 
3.10.4. Coaching Services for Companies 

3.10.4.1. Executive 
3.10.4.2. Specific Preparation Programs 
3.10.4.3. Shadow Coaching 
3.10.4.4. Group Coaching 
3.10.4.5. (Systemic) Team Coaching 
3.10.4.6. Psychometric Diagnostic Tools 
3.10.4.7. Motivation and Values 

3.10.5. Psychometric Diagnostic Tools 

3.10.5.1. MBTI 
3.10.5.2. FIRO-B 
3.10.5.3. Feedback 360 
3.10.5.4. DISC 
3.10.5.5. Belbin 
3.10.5.6. Evolution in Systems and Communities 
3.10.5.7. Change and Innovation through Coaching 
3.10.5.8. Basic Coaching Tools 
3.10.5.8.1. Personal Life Wheel 
3.10.5.8.2. Teaching Wheel 
3.10.5.8.3. Student Wheel 
3.10.5.8.4. Personal SWOT Analysis 
3.10.5.8.5. Johari Window 
3.10.5.8.6. The GROW Model 
3.10.5.8.7. Circle of Control, Influence, and Concern 
3.10.5.8.8. Head, Heart, Belly 
3.10.5.8.9. VAK 

Module 4. Emotional Intelligence 

4.1. Definition of Emotional Intelligence 

4.1.1. Historical Background of EI 
4.1.2. Different Authors who have Coined a Definition of EI 
4.1.3. Thorndike and Social Intelligence 
4.1.4. Salovey and Mayer 
4.1.5. Daniel Goleman 
4.1.6. Definition of Emotional Intelligence 
4.1.7. Components of Emotional Intelligence 
4.1.8. Characteristics of EI Capabilities 
4.1.9 Keys to Develop Emotional Intelligence 

4.2. Emotions 

4.2.1. Emotion? The Path to a Definition 
4.2.2. What Are Emotions For? 
4.2.3. Emotional Process 

4.2.3.1. Difference between Emotion and Feeling 

4.2.4. Classification and Types of Emotions 

4.3. Emotions, Attitude, and Competence 

4.3.1. Attitude 

4.3.1.1. What Is Attitude? 
4.3.1.2. Components of Attitude 

4.3.2. Optimism 
4.3.3. Emotional Competencies 
4.3.4. Social Skills or Interpersonal Relationships 

4.4. Emotional Management 

4.4.1. What Does Emotional Management Consist of? 
4.4.2. Self-Knowledge 
4.4.3. Emotional Awareness 
4.4.4. Self-Appraisal 

4.4.4.1. Our Strengths and Weaknesses 

4.4.5. Internal Communication 
4.4.6. External Communication 

4.4.6.1. The Power of Words 

4.4.7. Assertiveness 

4.4.7.1. Communicative Styles 

4.4.8. Non-Verbal Language 
4.4.9. Posture and Emotions 

4.5. Emotional Intelligence and Education 

4.5.1. Emotional Intelligence in the Classroom 
4.5.2. Advantages of EI in the Classroom 
4.5.3. Benefits of Emotional Intelligence 
4.5.4. Emotional Intelligence in the Student Body 
4.5.5. Classroom Climate 

4.5.5.1. The Relationship between the Teacher and the Students 
4.5.5.2. The Relationship between Students in the Classroom 

4.5.6. Emotional Understanding in the Classroom 
4.5.7. Emotional Intelligence and Academic Performance 
4.5.8. Emotional Learning 
4.5.9. Tools for Classroom Management 

4.6. Thinking Skills 

4.6.1. Approach to the Concept 
4.6.2. Types of Capabilities and Links between Them 

4.7. Self-Motivation and Achievement Capabilities 

4.7.1. Emotional Education in Teacher Training 
4.7.2. Emotions in Teaching Practice 

4.8. Teacher Well-Being 

4.8.1. The Keys to Teacher Well-Being 
4.8.2. Emotional Education and the Role of the Teacher 
4.8.3. The Emotional Thinking Method 

4.8.3.1. Self-Knowledge 
4.8.3.2. Self-Esteem 
4.8.3.3. Emotional Control 
4.8.3.4. Motivation 
4.8.3.5. Empathy 
4.8.3.6. Leadership 
4.8.3.7. The Emotionally Intelligent Teacher 
4.8.3.8. Empathy and Communication with Students 
4.8.3.9. Techniques to Obtain Enriching Feedback 

4.9. Habits of People with High Emotional Intelligence 

4.9.1. What Is a Person with High Emotional Intelligence? 
4.9.2. The Triad of Success 
4.9.3. Personal Vision 
4.9.4. Personal Leadership 
4.9.5. Personal Administration and Management 
4.9.6. Interpersonal Leadership 
4.9.7. Synergy 
4.9.8. Flexibility and Creative Adaptation 
4.9.9. Resilience 
4.9.10 Elements that Generate High Performance 

4.10. Highly Sensitive People 

4.10.1. Approach to the Concept 
4.10.2. High Sensitivity and Other Personality Traits 

Module 5. Systemic Pedagogy 

5.1. General Systems Theory 

5.1.1. What Is a System? 
5.1.2. Systemic Approach to Development 
5.1.3. The Person as an Open System 
5.1.4. Systemic Bases and Laws 
5.1.5. Interpretation of the Conceptions of Development within the Framework of Systems Theory 

5.1.5.1. Vygotsky 
5.1.5.2. Piaget 
5.1.5.3. Bronfenbrenner 

5.1.6. Systems and Cross-Cultural Development 

5.2. Current Systemic Currents 

5.2.1. Historical Review of Systemic Psychotherapy 
5.2.2. Different Schools Today 

5.2.2.1. International or Palo Alto School 
5.2.2.2. Strategic Structural School 
5.2.2.3. Milan School 

5.2.3. Contributions of the Systemic Approach to the Organizations 
5.2.4. The Systemic Model Applied to the Educational Field 

5.3. Bert Hellinger’s Philosophy 

5.3.1. Fundamentals 
5.3.2. The Systemic Movements 
5.3.3. Systemic Phenomenological Model 
5.3.4. Good and Bad Conscience 
5.3.5. Distinction between Therapeutic and Pedagogical Interventions 
5.3.6. Contribution to the Educational Field 

5.4. The Orders of Love and the Orders of Help 

5.4.1. Educating “Ordering” and Helping Constructive Relational “Love” 
5.4.2. Giving/Taking Balance: Teaching/Learning 
5.4.3. Analysis for the Improvement of Coexistence 

5.4.3.1. Reconciliation 
5.4.3.2. Integration 

5.5. The Three Systemic Intelligences 

5.5.1. Transgenerational 
5.5.2. Intergenerational 
5.5.3. Intragenerational 
5.5.4. Emotional and Cognitive Aspects from an Intergenerational and Transgenerational Perspective 
5.5.5. Family Inheritance as Culture 
5.5.6. Loyalties and Beliefs 

5.6. Systemic Pedagogy 

5.6.1. Principles 

5.6.1.1. Belonging 
5.6.1.2. Order 
5.6.1.3. Links 

5.6.2. A New Approach to Education 
5.6.3. Educational Processes from Systemic Pedagogy 
5.6.4. The Place of Emotions in the Educational System 

5.7. Systemic Pedagogy 

5.7.1. Characteristics 
5.7.2. Functions 
5.7.3. Academic Autobiography 
5.7.4. Workplace Autobiography 

5.8. The Family System 

5.8.1. The Genogram 
5.8.2. The Systemic Approach to Couple and Child Relationships 
5.8.3. Family History 
5.8.4. Occupying the Place in the Family 

5.9. The School System 

5.9.1. Creating Bridges between Family and School 
5.9.2. New Family Models and their Influence in the Classroom 
5.9.3. The Educational Project of the Centers from the Perspective of Systemic Pedagogy 
5.9.4. Life Project in Relation to Feelings and Transgenerational Vision of the Educational Centers 

Module 6. Communication 

6.1. Communication 

6.1.1. Components of Communication 
6.1.2. Obstacles to Effective Communication 
6.1.3. Communication Styles 

6.2. Purpose of Communication 

6.2.1. Assertive Communication 
6.2.2. Axioms 
6.2.3. Information 

6.3. Levels of Communication 

6.3.1. Intrapersonal 
6.3.2. Interpersonal 
6.3.3. Coherence and Consistency 

6.4. Linguistic Acts 

6.4.1. Declaration 
6.4.2. Pledge 
6.4.3. Trial 
6.4.4. Affirmation 
6.4.5. Efficient Approach to Linguistic Acts in Educational Environments 

6.5. Active Listening 

6.5.1. Components of Active Listening 
6.5.2. Intention 
6.5.3. Active Listening in Learning Environments 

6.6. Calibration 

6.6.1. Calibration Concept 
6.6.2. Calibration Process 

6.7. Rapport 

6.7.1. Concept of Rapport 
6.7.2. Uses of Rapport 
6.7.3. Procedures to Generate Rapport 
6.7.4. Application of Rapport in Education 

6.8. Feedback 

6.8.1. Concept 
6.8.2. Purpose of Good Feedback 
6.8.3. Feedback as Communication Reinforcement 
6.8.4. The Need for Good Feedback in Education 

6.9. The Art of Questioning and Confrontation to Generate Learning 

6.10.1. Types of Questions 
6.10.2. Confrontation Based on Mutual Respect 
6.10.3. Insight and Learning from Confrontation 

6.10. The Presence of the Teacher as a Pedagogical Tool 

6.10.1. Qualities of the Teacher’s Presence 

Module 7. Educational Coaching 

7.1. What is Educational Coaching? Basis and Foundations 

7.1.1. Definition and Connection with Educational and Psychological Theories 
7.1.2. Educating in the Will of Meaning 

7.1.2.1. Nonodynamics and Coaching 
7.1.2.2. Logopedagogy, Coaching and Education in the Self 

7.1.3. Coaching in the Service of the Dialogic Encounter Between Teacher and Student. Pedagogy of Otherness 

7.2. Areas of Application of Coaching in Education 

7.3. Benefits of its Application in Educational Contexts 

7.3.1. Coaching and Development of Executive Functions and Metacognition 
7.3.2. Coaching and Educational Support Needs 
7.3.3. Coaching to Achieve Excellence 

7.4. Pedagogies Based on Cooperation and Autonomy Development and Coaching 

7.5. Helping Relationship Styles and Coaching 

7.6. The Teacher as a Coach 

7.7. Competencies of the Teacher as a “Coach” of the Student Body 

7.8. Coaching in the Framework of Shared Mentoring 

7.9. Teacher Skills as a Facilitator of Change 

7.9.1. Laying the Groundwork. Co-Creating the Relationship 

7.9.1.1. Creative Visualization. Results to be Achieved at the End of the Process 
7.9.1.2. Student Wheel – Teacher Wheel
7.9.1.3. Pedagogical Contract

7.9.2. Effective Communication

7.9.2.1. Effective Communication 
7.9.2.2. Active Listening 
7.9.2.3. Powerful Questions 
7.9.2.4. Direct Communication 

7.9.3. Planning Goals

7.9.3.1. Construction of Vital Purpose
7.9.3.2. Games of the Results 
7.9.3.3. Build SMART Objectives. Cultivating Learning and Growth 
7.9.3.4. Creating Awareness 
7.9.3.5. Design Actions

7.9.4. Progress Management

7.9.4.1. Limiting Beliefs vs. Powerful Beliefs 
7.9.4.2. Learning and Coaching. Comfort Zone
7.9.4.3. Game of Qualities 
7.9.4.4. Keys to Success 

7.9.5. Process Evaluation
7.9.6. Family Involvement

7.10. Applications in the Classroom Group 

7.11. Teaching Teams and Faculty. Team Spirit, Synergies 

7.12. Management Teams and the Development of Executive Tools 

Module 8. Talent, Vocation, and Creativity 

8.1. Talent and Its Educational Importance 

8.1.1. Talent 
8.1.2. Components 
8.1.3. Talent Is Diverse 
8.1.4. Measuring and Discovering Talent 
8.1.5. Gallup Test 
8.1.6. Garp Test 
8.1.7. Career Scope 
8.1.8. MBTI 
8.1.9. Success DNA 

8.2. Talent and Key Competencies 

8.2.1. Key Competencies Paradigm 
8.2.2. Key Competencies 
8.2.3. The Role of the Intelligences 
8.2.4. Knowledge: Uses and Abuses in Education 
8.2.5. The Importance of Skills 
8.2.6. The Differentiating Factor of Attitude 
8.2.7. Relationship between Talent and Key Competencies 

8.3. Talent Development 

8.3.1. Learning Modalities. Richard Felder 
8.3.2. The Element 
8.3.3. Talent Development Procedures 
8.3.4. Mentor Dynamics 
8.3.5. Talent and Educational Approach 

8.4. Motivation Mechanisms 

8.4.1. Needs, Desires and Motivations 
8.4.2. Decision Making 
8.4.3. Executive Capabilities 
8.4.4. Procrastination 
8.4.5. Duty, Love and Pleasure in Education 
8.4.6. Emotional Habits for Motivation 
8.4.7. Motivational Beliefs 
8.4.8. Values for Motivation 

8.5. Vocation, Meaning and Purpose 

8.5.1. The Importance of Vocation 
8.5.2. Meaning and Purpose 
8.5.3. Vision, Mission, Commitment 
8.5.4. Exploring Vocation 
8.5.5. Teaching Vocation 
8.5.6. Educating for Vocation 

8.6. Towards a Definition of Creativity 

8.6.1. Creativity 
8.6.2. Brain Functioning and Creativity 
8.6.3. Intelligences, Talents and Creativity 
8.6.4. Emotions and Creativity 
8.6.5. Beliefs and Creativity 
8.6.6. Divergent Thinking 
8.6.7. Convergent Thinking 
8.6.8. The Creative Process and Its Phases 
8.6.9. Disney Dynamics 

8.7. Why Creativity? 

8.7.1. Arguments for Creativity Today 
8.7.2. Personal Creativity for Life 
8.7.3. Creativity in Art 
8.7.4. Creativity for Problem Solving 
8.7.5. Creativity for Professional Development 
8.7.6. Creativity in the Coaching Process 

8.8. Creativity Development 

8.8.1. Conditions for Creativity 
8.8.2. Artistic Disciplines as Precursors of Creativity 
8.8.3. The Art Therapy Approach 
8.8.4. Creativity Applied to Challenges and Problem Solving 
8.8.5. Relational Thinking 
8.8.6. Edward de Bono’s Hats 

8.9. Creativity as a Value in Education 

8.9.1. The Need to Encourage Creativity in Education 
8.9.2. Active Methodologies and Novelty 
8.9.3. Educational Models that Value Creativity 
8.9.4. Means, Times and Spaces to Apply Creativity in the Classroom 
8.9.5. Disruptive Education 
8.9.6. Visual Thinking 
8.9.7. Design Thinking 

8.10. Creative Techniques 

8.10.1. Relational Thinking Techniques 
8.10.2. Techniques for Generating Ideas 
8.10.3. Techniques for Evaluating Ideas 
8.10.4. Exercises of Ingenuity 
8.10.5. Artistic Disciplines for Creative Development 
8.10.6. RCS Method 
8.10.7. Other Techniques and Methods 

Module 9. Active Methodologies and Innovation 

9.1. Active Methodologies 

9.1.1. What Are Active Methodologies? 
9.1.2. Keys for Methodological Development from the Student’s Activity 
9.1.3. Relationship Between Learning and Active Methodologies 
9.1.4. History of Active Methodologies 

9.1.4.1. From Socrates to Pestalozzi 
9.1.4.2. Dewey 
9.1.4.3. Institutions Promoting Active Methodologies 
9.1.4.3.1. The Free Institution of Education 
9.1.4.3.2. The New School 
9.1.4.3.3. The Unique Republican School 

9.2. Project Based Learning, Problems and Challenges 

9.2.1. Travel Companions. Cooperation Between Teachers 
9.2.2. Phases of PBL Design 

9.2.2.1. Tasks, Activities and Exercises 
9.2.2.2. Rich Socialization 
9.2.2.3. Research Tasks 

9.2.3. Phases of PBL Development 

9.2.3.1. Benjamin Bloom’s Theories 
9.2.3.2. Bloom’s Taxonomy 
9.2.3.3. Bloom’s Taxonomy Revised 
9.2.3.4. Bloom’s Pyramid 
9.2.3.5. David A. Kolb’s Theory: Experience-Based Learning 
9.2.3.6. Kolb’s Cycle 

9.2.4. The Final Product 

9.2.4.1. Types of Final Product 

9.2.5. Evaluation in PBL 

9.2.5.1. Evaluation Techniques and Instruments 
9.2.5.2. Observation 
9.2.5.3. Performance 
9.2.5.4. Questions 

9.2.6. Practical Examples. PBL Projects 

9.3. Thinking-Based Learning 

9.3.1. Basic Principles 

9.3.1.1. Why, How and Where to Improve Thought? 
9.3.1.2. Thought Organizers 
9.3.1.3. The Infusion with the Academic Curriculum 
9.3.1.4. Attention to Skills, Processes and Disposition 
9.3.1.5. The Importance of Being Explicit 
9.3.1.6. Attention to Metacognition 
9.3.1.7. Learning Transfer 
9.3.1.8. Construct an Infused Program 
9.3.1.9. The Need for Continuous Personal Development 

9.3.2. Teaching to Think. TBL 

9.3.2.1. Collaborative Creation of Thought Maps 
9.3.2.2. Thinking Skills 
9.3.2.3. Metacognition 
9.3.2.4. Thought Design 

9.4. Event-Based Learning 

9.4.1. Approach to the Concept 
9.4.2. Basis and Foundations 
9.4.3. The Pedagogy of Sustainability 
9.4.4. Benefits of Learning 

9.5. Game-Based Learning 

9.5.1. Games as Learning Resources 
9.5.2. Gamification 

9.5.2.1. What Is Gamification? 
9.5.2.2. Fundamentals 
9.5.2.3. Narration 
9.5.2.4. Dynamics 
9.5.2.5. Mechanisms 
9.5.2.6. Components 
9.5.2.7. Insignias 
9.5.2.8. Gamification Apps 
9.5.2.9. Examples 
9.5.2.10. Criticisms of Gamification, Limitations and Common Errors 

9.5.3. Why Use Videogames in Education? 
9.5.4. Types of Players According to the Richard Bartle Theory 
9.5.5. Escape Rooms/Breakedu, an Organizational Way of Understanding Education 

9.6. Flipped Classroom 

9.6.1. Organization of Working Time 
9.6.2. Advantages of the Flipped Classroom 

9.6.2.1. How Can I Effectively Teach Using Flipped Classrooms? 

9.6.3. Disadvantages of the Flipped Classroom Focus 
9.6.4. The Four Pillars of the Flipped Classroom 
9.6.5. Resources and Tools 
9.6.6. Practical Examples 

9.7. Other Trends in Education 

9.7.1. Robotics and Programming in Education 
9.7.2. E-learning, Micro-Learning and Other Trends in Networked Methodologies 
9.7.3. Neuro-Education Based Learning 

9.8. Free, Natural Methodologies Based on Individual Development 

9.8.1. Waldorf Pedagogy 

9.8.1.1. Methodological Basis 
9.8.1.2. Strengths, Opportunities and Weaknesses 

9.8.2. Maria Montessori, the Pedagogy of Responsibility 

9.8.2.1. Methodological Basis 
9.8.2.2. Strengths, Opportunities and Weaknesses 

9.8.3. Summerhill, a Radical Point of View on How to Teach 

9.8.3.1. Methodological Basis 
9.8.3.2. Strengths, Opportunities and Weaknesses 

9.9. Educational Inclusion 

9.9.1. Is There Innovation without Inclusion? 
9.9.2. Cooperative Learning 

9.9.2.1. Principles 
9.9.2.2. Group Cohesion 
9.9.2.3. Simple and Complex Dynamics 

9.9.3. Shared Teaching 

9.9.3.1. Ratio and Attention to Students 
9.9.3.2. Teaching Coordination, as Strategy for Student Improvement 

9.9.4. Multilevel Teaching 

9.9.4.1. Definition 
9.9.4.2. Models 

9.9.5. Universal Learning Design 

9.9.5.1. Principles 
9.9.5.2. Guidelines 

9.9.6. Inclusive Experiences 

9.9.6.1. Rome Project 
9.9.6.2. Interactive Groups 
9.9.6.3. Dialogue Talks 
9.9.6.4. Learning Communities 
9.9.6.5. Includ-ED Project 

Module 10. Coaching for Innovation and Educational Excellence 

10.1. Well-Being as a Factor of Excellence in Educational Communities 

10.1.1. Evolution of Society and Its Impact on Education 

10.1.1.1. Characteristics of Today’s Society 
10.1.1.2. Challenges of Today’s Society 
10.1.1.3. New Educational Needs 

10.1.2. Social Factors 
10.1.3. Professional Factors 
10.1.4. Wellness and Excellence 
10.1.5. Factors for Educational Well-Being 
10.1.6. Inclusivity as a Reality 
10.1.7. School and Family 

10.2. Professional Development and Teacher Welfare Plan 

10.2.1. Teacher Unhappiness 
10.2.2. Teacher Well-Being 
10.2.3. Teaching and Personal Development 
10.2.4. Personal and Professional Life 
10.2.5. Teacher Review and Evaluation 
10.2.6. Teacher Welfare as a Factor of Educational Excellence 
10.2.7. Inspired to Inspire Life Paths 
10.2.8. Teacher Welfare Plan 

10.3. Educational Excellence 

10.3.1. Towards a Concept of Excellence in Education 
10.3.2. Teaching vs. Learning 
10.3.3. Excellence Based on Needs 
10.3.4. Demand and Excellence 
10.3.5. Measurements and Factors 
10.3.6. Management for Educational Excellence 

10.4. Coaching for Innovation 

10.4.1. Processes of Educational Innovation through Coaching 

10.4.1.1. In the Apprenticeships 
10.4.1.2. In the Groups 
10.4.1.3. In the Teachers 
10.4.1.4. In Executive Management 
10.4.1.5. In the Center 

10.4.2. Evaluation as a Tool for Innovation 
10.4.3. What, When and How to Assess? 
10.4.4. Objectives for Innovation 
10.4.5. Establish Achievement Indicators 
10.4.6. Process Monitoring 
10.4.7. Celebrating Achievements 
10.4.8. Educational Innovation Plan 

10.5. Educating in the Will of Meaning 

10.5.1. Approach to the Concept 
10.5.2. The Thought of Viktor Frankl 
10.5.3. Logotherapy and Education 

10.6. Towards a Pedagogy of Interiority 

10.6.1. Spirituality and Pedagogy 
10.6.2. “Learning to Be” 

10.7. Coaching for Integrative Education 

10.7.1. Towards a Pedagogy of Interiority 
10.7.2. Educating the Whole Person 
10.7.3. Educating for the Three Centers 
10.7.4. Duty and Pleasure in Education 
10.7.5. Educating Integratively 
10.7.6. Conclusions: a Road Ahead 
10.7.7. An Educational Project based on Educational Coaching 

10.8. Meaning and Purpose of Education 

10.8.1. The Golden Circle 
10.8.2. Why and What For? 
10.8.3. The How 
10.8.4. The What 
10.8.5. Alignment of Education Levels 
10.8.6. Educating in the Will of Meaning 
10.8.7. Challenges for the Education of the Self from Coaching and Logopedagogy 
10.8.8. Tools for the Alignment of Educational Levels 

10.9. Educating to Be 

10.9.1. Pedagogical Contributions in Education to Be 
10.9.2. Report of the Faure Commission for UNESCO 
10.9.3. Jacques Delors Report 
10.9.4. Decalogue of an Education to Be 
10.9.5. Beyond Knowledge 
10.9.6. Educating for Life 
10.9.7. Educating Integratively 
10.9.8. Inhabiting the Inside 
10.9.9. Educating Ego and Self 
10.9.10. Developing a Sense 
10.9.11. Inclusivity and the Common Good 
10.9.12. Self-Realization and Service 
10.9.13. Transformation 

You will be able to identify students' strengths and areas for improvement, providing them with the necessary support to reach their full potential”