Education faces new challenges, so it is necessary to transform teaching practice and respond to the demands of today’s society through educational innovation. Therefore, it is essential to know educational models that place the child as the protagonist of learning and achieve the vision of each child as a unit, where cognitive, motor, social and emotional aspects converge.
For all those professionals who seek to innovate in their teaching practice, we have designed this degree in Educational Innovation, with a complete program made of topics such as neuroscience, inclusive education, emotional education, creativity and the implementation of new technologies in the classroom, among others.
The understanding of brain function, the learning processes, the behaviour of children at each level and the appropriate use of technologies are some of the key educational practices to carry out the accompaniment task.
The teacher’s personal development will improve as they achieve effective communication skills and reflect on the characteristics that will allow them to be a learning facilitator. The overview of some different developmental conditions will allow better serving children with specific educational needs.
Immerse yourself in a space for reflection on educational practice, based on the latest scientific evidence.
Facilitate a space for critical reflection on educational practice, based on scientific and technological contributions.
Live the educational practice placing the child at the center of learning and sharing with him the pleasure of education.
Help the teacher to live the educational practice from harmony and satisfaction on a day-to-day basis.
In this module we offer the knowledge and practices to apply the advances of neuroscience in teaching. You will learn how our brain works and how we are able to do a better job in the classrooms, in both Montessori and conventional schools, and as well as study cognition and the biological basis of behaviour.
This module offers a broad and detailed theoretical section on the functioning of the brain, which justifies and scientifically substantiates the change and improvement in pedagogy.
During the completion of this module, we will place neuroscience at the base of the current educational innovation process, obtaining an overview of brain function, related learning and factors such as memory, attention and repetition.
Educational inclusion is a theoretical concept that emerged in the 1990s, referring to the fact that schools must respond to diversity. This term came to replace integration, which until then was the predominant concept.
It starts from the idea that it is necessary to adjust the school system, so that it takes care of the needs of children, instead of only the children having to adapt to the system. The conscious and deliberate choice for heterogeneity in school constitutes one of the central pillars of the inclusive approach.
Education has been aimed at the comprehensive development of children, giving importance to socio-emotional skills. In the official UNESCO report prepared by Jacques Delors in 1996 called education contains a treasure, it is mentioned that “it is no longer enough for each individual to accumulate at the beginning of his life a reserve of knowledge to which he can later draw without limits. Above all, he must be in a position to take advantage of and use every opportunity that comes his way to update, deepen and enrich that first knowledge and to adapt to a world in permanent change throughout his life”.
In this report the four pillars of education are exposed so that these missions can be fulfilled: Learn to know, learn to do, learn to live together and learn to be.
The first two (learning to know and learning to do) focus on acquiring knowledge and putting it into practice in life, the other two (learning to live together and learn to be) focus on social and emotional skills, which have not been given the necessary attention in the classrooms.
During this module we will learn to:
Those who have the privilege of working and sharing space with children must recognise that everyday interaction is enriching, and it is also a sway of intellects and constant emotions. Every exercise of daily socialisation generates affective bonds, but also the latency of the conflict.
It is essential that the adult assumes it as a constant possibility, not to suffer it, but to recognise that it is from the conflict that new communication possibilities arise; if it is managed from understanding and assertiveness.
This module is an opportunity to understand, from the perspective of various authors, the way in which a child can relate to his peers in the school environment, recognising the possible origin of the conflict, and seeking alternative resolution.
Information and Communication Technologies (ICT) in the educational process leads to reflection and thinking about the need to include them in the classroom; among teachers there is no unanimous decision regarding them. The discussion is open and there are those who see ICT as an important tool that helps to solve problems in teaching and learning, while others believe that the contributions that it can give are not so relevant and that with them or without their existence, learning can be done.
The integration of ICT in the educational world is under debate, but inclusion has been necessary.
This module is aimed at understanding, knowing and applying ICT in the classroom to develop learning tools through these means of communication and information.
Our world is changing; the way we understand the world has changed and ICTs are taking on more importance and are recognised as a necessary force for this work. Therefore, we will provide you with the knowledge to develop and apply them in the classroom at different educational levels to complement the learning of children, in addition to helping them acquire skills in the use of technologies.
Being aware of the importance of communication as a fundamental tool in the educational field, through which we transmit content, establish relationships, etc. Being of the utmost importance that the teacher has strategies, verbal and non-verbal, promoting fluid and effective communication in the classroom.
During the completion of this module we identify and review key elements to improve teaching work in its different areas and we will establish elements of effective communication.
In this module the characteristics that make up the Project-Based Learning (PBL) methodology are identified, with the intention of being able to implement new strategies in schools.
You will discover the resources that make up this approach based on collaborative work, understanding that, in this format, the important thing is the resolution of life problems, current situations, looking at this exercise as a test of what children will face in their working life .
We are going to take a tour from the main definitions of the PBL, the elements that make it up, the practices that as teachers promote this methodology and those in which traditional teaching is more denoted. We will also see the risks that we can find in the use and practice of the PBL if it is not done correctly, and resources will also be obtained with the information technologies that facilitate this method, corroborating the great advantages and attributes for the development of leading children in their learning.
Positive Discipline in the classroom is based on the development of socio-emotional skills for life, respect, inclusion, the search for solutions, kindness and firmness.
During the completion of this module you will learn to:
The world demands new ways of teaching at learning. Adaptation and innovation are two fundamental characteristics for education today. Therefore, modern education relies on active methodologies that allow us to seek different learning alternatives, work collaboratively, develop creativity, exchange knowledge, exemplify in real situations, and make use of metacognition. All of this invites us to doubt educational dogmas and innovate in our teaching areas.
Active methodologies currently allow to train children who know how to develop in situations where they have to acquire knowledge, skills, strategies, make decisions and create new results, through well-organised and planned processes and activities.
We will highlight in this module that the leadership of teachers in the classroom will be a key element in bringing these new practices to educational settings, as well as the active participation of children.
This online degree is carried out through the International Montessori Institute virtual campus, in which the students have access to all theoretical content 24 hours a day.
The educational material, readings and videos are available on the virtual campus.
Students will be able to actively participate in the forums allowing contact with the group as well as personalised advice from the teaching team.
Within the period of each module there will be:
At International Montessori Institute (IMI) we have a well-defined objective, always adapting to the current situation and the challenges that education presents.
We have a teaching team made up of more than fifty professionals with extensive international experience.
In turn, our advisory and guidance team works to make IMI the benchmark Montessori pedagogy training center worldwide.
In all countries and at different educational levels, teachers require elements that help them to continue deepening to improve their performance. Outside of the classroom, there is also interest on the part of other professionals, such as psychologists, special educators and even parents, to learn about pedagogical elements that facilitate the educational development of children.
The acquired knowledge is applicable by a wide range of professionals:
Upon successful completion of this training, students will receive the certificate:
Specialization course in Educational Innovation, issued by the International Montessori Institute.
Qualification with international recognition and validity.
To book your place you must register for the training by following these 2 steps:
Step 1: Choose a payment option
Step 2: Make the payment
* The cost of sending the material and sending the certificate, national or international, is assumed by IMI, the students will receive the necessary material for the development of the training about fifteen days before the training course starts.
* International non-EU students will receive their certificate in digital format. They can receive the certificate in physical format by courier, bearing the shipping costs.
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hours of training