In only 600 hours, you will become a reference in teaching thanks to this program of TECH Global University”

Many of today's school students are accustomed to learning methods that are old, basic and, in short, almost obsolete. As time goes by, pedagogical models improve, change and grow with society, in one way or another they are alive. This is where the validity of the professional educator comes in, to know how to adapt to these changes, acquire new knowledge and put it into practice to be able to teach in the best possible way.

In the world of education, for example, keeping abreast of the latest pedagogical research, new activities applied to the classroom such as dialogic theories or new technologies in the educational world, as well as the different ways of understanding the student body as a group of learners, is essential for an effective coexistence in a classroom  This is why TECH has created this program in Active Pedagogies, focused on educators understanding and applying new ways of teaching, with concepts, theories and modern practices that make teaching a feedback process between student and instructor. 

With this in mind, the program will begin by explaining in detail the importance of personalized learning, how to adapt to different student profiles in the classroom, after which it will continue through a module where the theoretical and practical contents of pedagogies such as Montessori or Reggio Emilia will be discussed, which are based on students acquiring knowledge through observation and experimentation, thus achieving a more dynamic and less monotonous education.

With this structure, TECH has created a complete program in Active Pedagogies, but at the same time limited to the subject to be treated, with a flexible character, and adaptable to any student who needs to combine their day-to-day professional life with the Postgraduate diploma. In addition, all modules will be taken online, being able to access the practical and theoretical content from any electronic device with internet access, and, as if that were not enough, the entire program is based on the Relearning method, with which graduates will acquire all the knowledge and skills gradually.

Thanks to this Postgraduate diploma, graduates will understand and be able to apply the key concepts to achieve a personalized and quality education”

This Postgraduate diploma in Active Pedagogies contains the most complete and up-to-date educational program on the market. The most important features include:

• Development of case studies presented by experts in Active Pedagogies
• The graphic, schematic and practical contents of the program provide theoretical and practical information on those 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

Education is alive, and as a teaching professional you must know how to adapt to changes in order to be up to date and offer quality education”

The program’s teaching staff includes professionals from sector who contribute their work experience to this program, as well as renowned specialists from leading societies and prestigious universities.

Its multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive education programmed to learn in real situations.

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

Do you know what Homeschooling is? Thanks to this Postgraduate diploma, you will delve into the theory behind the term and especially into how to apply it in your classroom"

Learn all about the different teaching methods, from the Waldorf school to the Feggio and Montessori schools"

The structure of this Postgraduate diploma is designed to provide all the necessary knowledge in Active Pedagogy. To this end, TECH has unified, in the same program, both the latest trends in pedagogical models and a study methodology with which students can adapt the materials to their lives and not the other way around. In turn, all the modules to be taken are composed of both practical and theoretical content, and will be framed under a learning style of 100% online, with which graduates can decide where and when to study, taking into account that they can access all content remotely, without fixed schedules. 

This program will offer you an effective teaching model based on the correct application of practical and theoretical contents”  

Module 1. Personalized Learning

1.1. Reverse Learning: Flipped Classroom  and Flipped Learning

1.1.1. Reverse Learning: Flipped Classroom  and Flipped Learning
1.1.2. History of the Development of Reverse Learning Methodologies
1.1.3. Innovation and Flipped Classroom
1.1.4. The Teaching Role and the Students in Reverse Learning:

1.2. Planning and Development from the Reverse Learning Model

1.2.1. Benefits and Challenges of Reverse Learning
1.2.2. Resources and Contents for Reverse Learning
1.2.3. Educational Program of the Reverse Classroom
1.2.4. Evaluation and Reverse Learning

1.3. Personalized Learning and the Digital World

1.3.1. Digitization and the Information Society
1.3.2. Learning and Social Networks
1.3.3. Educational Networks
1.3.4. Teaching Networks

1.4. Learning Environments and Virtual Learning Environment

1.4.1. Technology in the Educational World
1.4.2. Digital Educational Tools
1.4.3. Virtual Teaching Environments
1.4.4. Personal Learning Environments (PLE)

1.5. Social Learning and Personalized Learning

1.5.1. Social Learning Theories
1.5.2. Collaboration and Cooperation in Learning
1.5.3. Cooperation Structure and Strategies
1.5.4. From Constructivism to Connectivism

1.6. Productive Learning

1.6.1. Productive Learning: Conceptualization
1.6.2. The Rural Education System and Productive Learning
1.6.3. Educational Quality and Productive Learning
1.6.4. Educational Model of Productive Learning

1.7. Cooperative Learning I

1.7.1. Conceptualization: Cooperative Learning
1.7.2. Justification of Cooperative Learning
1.7.3. Theoretical Framework of Cooperative Learning
1.7.4. Guide of Cooperative Learning: The Teacher

1.8. Cooperative Learning II

1.8.1. Inclusion and Cooperative Learning
1.8.2. Cooperate to Learn, Learn to Cooperate
1.8.3. Cooperative Learning Oriented to Equity
1.8.4. Cohesion, Inclusion, Equity and Other Keys of Cooperative Learning and Inclusion

1.9. Learning Communities

1.9.1. The Dialog and its Learning Effects
1.9.2. Dialogic Theories
1.9.3. Concept and Basic Elements of CA
1.9.4. Commissioning of a Learning Community

1.10. Personalized Learning and Emotion

1.10.1. Emotional Education
1.10.2. Positive Psychology
1.10.3. Emotional Competencies of the Teacher
1.10.4. Didactics of Emotional Education

Module 2. Personalized Learning and Alternative Pedagogies

2.1. Alternative Pedagogies for the 21st Century

2.1.1. Differences between the Traditional School and the School of the Future
2.1.2. Systemic Approach in Education
2.1.3. Out-of-School Learning and Education

2.2. Waldorf Pedagogy

2.2.1. Historical Development: Steiner and the First Waldorf School
2.2.2. Elements of Waldorf School:  The Septennials
2.2.3. Learning Materials
2.2.4. Waldorf Pedagogy at Present

2.3. Montessori Pedagogy

2.3.1. Montessori Education Intention
2.3.2. Integral Vision of the Learner
2.3.3. The Montessori Space
2.3.4. Education for Peace

2.4. Reggio Emilia

2.4.1. Loris Malaguzzi, Promoter of Feggio Emilia School
2.4.2. Pedagogical Principles
2.4.3. Structure and Organization of the Center and the Classrooms
2.4.4. International Cooperation Network: International Recognition of Reggio Schools

2.5. Free Education: Democratic Schools

2.5.1. Summerhill
2.5.2. Subdury
2.5.3. Rebeca Wild
2.5.4. Living Education and Pedagogy of Freedom

2.6. Learning and Community: Nurturing Groups, Learning Communities and Community Schools

2.6.1. The Whole Tribe is Needed to Educate: Learning in Community
2.6.2. Nurturing Groups
2.6.3. Learning Communities
2.6.4. Community Schools

2.7. Freinet and Pedagogy

2.7.1. Celestine Freinet
2.7.2. Bismark Model vs. Freinet Pedagogy
2.7.3. Cooperative Movement of Popular School
2.7.4. Freinet Techniques

2.8. Pedagogy Outside the School: Homeschooling

2.8.1. What is Homeschooling?
2.8.2. Origins of Homeschooling: Legal Background and Jurisprudence
2.8.3. Homeschooling in the World
2.8.4. Advantages and Disadvantages of Homeschooling

2.9. Alternative Pedagogies in Spain

2.9.1. Geographical Study of Alternative Educational Projects in Spain
2.9.2. Alternative Pedagogies in Public Schools
2.9.3. Alternative Pedagogies in Public Centers
2.9.4. Alternative Pedagogies in Private Centers

2.10. Alternative Pedagogies and New Technologies: The Pedagogy of 21st Century

2.10.1. Alternative Pedagogies and ICT
2.10.2. Pedagogic Mediation
2.10.3. Educational Software
2.10.4. Evaluation of the Educational Software

Module 3. Methodologies for the Personalized Learning

3.1. Active Methodologies

3.1.1. Historical Development: From the Master Class to Cooperative Learning
3.1.2. Ausubel’s Significant Learning
3.1.3. Vygotsky’s Pedagogical Thinking
3.1.4. Skill Based Learning

3.2. Cooperative and Collaborative Learning

3.2.1. Cooperative Learning: Concept
3.2.2. Why Learn Cooperatively?
3.2.3. Collaborative learning
3.2.4. Use of ICT in Collaborative Learning

3.3. Project-Based Learning

3.3.1. Key Concepts
3.3.2. Project-Based Methodology
3.3.3. Project Implementation
3.3.4. Virtual Environment

3.4. Game-Based Learning

3.4.1. Game-Based Learning: What is it?
3.4.2. The Game as a Tool of Learning
3.4.3. Board Games and their Application in the Education
3.4.4. The Role of the Teacher in the Game-Based Learning

3.5. Gamification

3.5.1. What is Gamification?
3.5.2. Gamification and Motivation
3.5.3. The Importance of Fun on Learning
3.5.4. A Gamified Design: Elements and Loops

3.6. Reverse Learning or Flipped Learning

3.6.1. What Is Reverse Learning?
3.6.2. Application Flipped Classroom  and Flipped Learning
3.6.3. Flipped Learning Evaluation
3.6.4. Resources for Flipped Learning

3.7. CLIL Methodology

3.7.1. Introduction and Conceptualization of CLIL methodology
3.7.2. CLIL Methodology: The 5 Cs and Bloom’s Wheel
3.7.3. CLIL Approach: Personalized Approach
3.7.4. The CLIL Methodology in Reality

3.8. Robotics and Education

3.8.1. Pedagogical Model for Innovation
3.8.2. The Robot
3.8.3. Methodology
3.8.4. A Robotic Project: RobotLab

3.9. Mindfulness

3.9.1. What is Mindfulness?
3.9.2. Compassionate Education
3.9.3. Mindfulness in the Classroom
3.9.4. Effectiveness of Mindfulness in Students

Module 4. Inclusive Education

4.1. Principles of Inclusive Education

4.1.1. Evolution Over Time
4.1.2. Inclusive School Features
4.1.3. The Inclusion in International Agreements
4.1.4. Inclusive Education Networks

4.2. Early Care for Inclusive Education

4.2.1. Early Care: Evolution and Concept
4.2.2. Early Diagnosis and Early Intervention
4.2.3. Models of Early Care
4.2.4. Basic and Adaptative Skills

4.3. School Guidance

4.3.1. School Guidance: The Role of the Counselor
4.3.2. Educational Guidance Teams
4.3.3. School Guidance and Special Education
4.3.4. Ethics and Deontology of School Guidance

4.4. Attention to Diversity in Inclusive School

4.4.1. What Is an Inclusive School?
4.4.2. Attention to Diversity in the Classroom
4.4.3. Attention to Diversity Measures: Grouping and Curricular Flexibility Measures
4.4.4. Counselor and the Diversity Attention Plan

4.5. Educational Needs

4.5.1. Specific Educational Support Needs (SNES)
4.5.2. Special Educational Needs (SEN)
4.5.3. Presence, Learning and Participation
4.5.4. Educational Guidance and SEN

4.6. Specific Learning Difficulties

4.6.1. Specific Learning Difficulties: ASD and SEN
4.6.2. Specific Learning Difficulties in Reading and Writing
4.6.3. Specific Learning Difficulties in Mathematics
4.6.4. Activities and Resources for an Inclusive School

4.7. Intercultural Education

4.7.1. Immigrant Students
4.7.2. Intercultural Communication
4.7.3. Family Care
4.7.4. Intercultural Approach

4.8. High Capacities: Inclusiveness or Exclusiveness?

4.8.1. High Intellectual Ability Students
4.8.2. Assessment and Identification of High Abilities
4.8.3. Educational Intervention with Students with High Intellectual Abilities
4.8.4. Resources

4.9. Teacher Training for Inclusive Education

4.9.1. Previous Aspects to Consider

4.9.1.1. Basis and Purpose
4.9.1.2. Essential Elements of the Initial Training

4.9.2. Main Theories and Models
4.9.3. Criteria for the Design and Development of Teacher Education
4.9.4. Continuing Education
4.9.5. Profile of the Teaching Professional
4.9.6. Teaching Skills in Inclusive Education

4.9.6.1. The Support TeachersFunctions
4.9.6.2. Emotional Skills

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

4.10.1. Family Involvement in the School

4.10.1.1. The Family and the School as Developmental Environments
4.10.1.2. The Importance of Cooperation between Educational Agents
4.10.1.3. Types of Family Participation
4.10.1.4. Parent Schools
4.10.1.5. The Parent-Teacher Association (PTA)
4.10.1.6. Difficulties in Participation
4.10.1.7. How to Improve Family Participation?

A Postgraduate diploma with which you will be able to gain in-depth knowledge about Active Pedagogies on a global scale never seen before. Enroll now!