Government Pavilion, C/ Padre Herrera s/n
Post Office Box 456
38200, San Cristobal de La Laguna
Santa Cruz de Tenerife - Spain
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Hours: Mon, 8:00 a.m. to 9:00 p.m.
Design and application of methodological resources for educational intervention with students with difficulties in self-regulation of behavior (DAC)
Design and application of methodological resources for educational intervention
with students with difficulties in self-regulation of behavior (DAC)
DAC
Overview
This microcredential develops skills to analyze and
interpreting complex educational situations with students with difficulties in the
Self-regulation of behavior (SRB). The program trains participants to apply
emotional regulation and educational communication strategies, as well as for
designing practical resources and tools, such as a Teacher's Kit, geared towards a
effective and sustainable intervention in the classroom.
- Develop professional skills to analyze and interpret complex educational situations involving students with difficulties in self-regulation of behavior (DAC), integrating the psychoeducational, relational and normative framework of reference.
- Apply pedagogical criteria and strategies for emotional regulation and communication
educational that allows for intervention in a way that is appropriate, preventive, and consistent with the role
professional in contexts
of high behavioral activation. - Design your own methodological resources, including a Teaching Intervention Kit,
transferable to the daily practice of the classroom, which promote a sustainable educational action aligned with the principles of co-responsibility and protection.
A university degree is not required to obtain this micro-credential. However, students wishing to obtain it must meet the following requirements.
access:
- Possess academic training or professional experience related to the field
educational, socio-educational, social or community, especially in work contexts with
childhood and adolescence and in contexts of direct intervention.
● Preference for access will be given to people who hold a Degree or
Diploma in Teaching (Early Childhood and/or Primary Education) or Master's Degree in Teacher Training, as well as those who are currently teaching or plan to teach. - Likewise, professionals with university degrees or Higher Vocational Training related to educational or socio-educational intervention, such as Social Education, Social Work, Psychology, Occupational Therapy, or the qualifications of Higher Technician in Early Childhood Education, Teaching and Socio-sports Animation, Socio-cultural and Tourist Animation, Social Integration, Communicative Mediation and Promotion of Gender Equality, may also access.
- In all cases, it will be necessary to demonstrate training interest and connection with direct or potential work with students, children or adolescents, consistent with the objectives of the micro-credential.
- Be between 25 and 64 years of age at the start date of training.
Academic program
MODULE 0 – Common Introductory
Building the Teacher Intervention Kit. What do I need to have on hand so as not to
Why improvise when the situation gets complicated? THE PURPOSE.
Starting point: “The essential” or, in other words, the people. THE WHO.
a. The teacher. How do I feel when I have to deal with students with difficulties?
in the self-regulation of their behavior (DAC)?
b. The student: Who are the DAC students?
School, social and regulatory context in which to address educational intervention with the
DAC students. THE WHERE.
Psychoeducational framework for working with students with learning disabilities. THE HOW.
Training needs assessment. What do I need to be able to
How to engage educationally with DAC students? THE FROM WHERE.
MODULE 1 – From understanding to educational action: operational criteria for intervention
Educational intervention for students with learning difficulties. What do we really mean by
How to intervene educationally when behavior overwhelms or creates tension in the classroom, and from what perspective?
What do we do? What.
Decision-making in the classroom: When is the right time to intervene?,
When is it appropriate to accompany and when is it necessary to stop the action? THE WHEN.
The professional role in complex situations. How far does my responsibility extend?
As a teacher, from what point does co-responsibility with other agents become necessary?
AS FAR AS.
Common mistakes in educational practice. What are the usual, though well-intentioned, responses?
Do intentional actions tend to worsen the situation or increase professional burnout? WHAT
AVOID.
Shared reading of educational reality. From what personal position and
Am I truly intervening professionally in my classroom? From what perspective am I acting?.
MODULE 2 – Immersion in methodological tools and construction of the Teaching Kit
intervention
Emotional regulation in the classroom. How to maintain the educational situation when the
Does the emotional activation of students and adults exceed the tolerance threshold? HOW
HOLD.
Educational communication in complex situations. What type of language helps to
Which way does de-escalation intensify the conflict without us even realizing it? HOW
SAY.
Intervention in the face of hostile behavior, anger, and rage. How to intervene educationally?
When anger, rage, or hostility take center stage? HOW TO ACT.
Practical training. What happens when we train the response before
Do you need it in a real-life situation? THE TRIAL.
Regarding the way to organize teaching to achieve the stated objectives
The micro-credential will follow the organizational format summarized below:
- Lectures/expository method: introduction and contextualization of the
key content and psychoeducational frameworks. - Practical classes: supervised activities aimed at applying the content to
real educational context of the students. - Seminars: case analysis, shared reflection and comparison of experiences
professionals involved in intervention with DAC students. - Individual work: development of the Educational Intervention Teaching Kit adapted to
own professional context. - Group work: contrast dynamics, simulations, collaborative analysis of
classroom situations and shared construction of intervention criteria. - Exhibitions, debates and presentation of works and projects: sharing of
learning, tools and methodological resources designed. - Active methodologies: flipped classroom, cooperative learning, case studies,
simulations and experiential activities, promoting student leadership and conscious reflection on educational practice.
The training activities to be carried out during the delivery of the micro-credential will be:
- Theoretical classes: expository and explanatory sessions aimed at introducing the frameworks
conceptual, pedagogical criteria and psychoeducational foundations of the intervention with
DAC students. - Practical classes: sessions of practical application of the content covered, through
the analysis of real situations, resolution of theoretical-practical hypotheses and training
of educational responses. - Seminars, workshops, or other complementary activities: practical workshops,
simulations, experiential activities and discussion forums aimed at the development of
methodological and communicative skills. - Work: development of an applied project consisting of the design of a Teaching Kit
educational intervention adapted to the professional context of the participant. - Independent work: self-regulated activity of students based on materials
facilitated, personal reflection and preparation of the final work. - Exhibitions, debates and defenses of works and projects: presentation and comparison of
Teacher kit developed to promote shared learning and collective reflection. - Evaluation: continuous evaluation of the training process through practical activities and
evaluation of the final product.
The micro-credential will have an evaluation system based on the following assessment tests:
- Case resolution, exercises and problems: reasoned analysis of complex educational situations linked to intervention with students with learning disabilities and to pedagogical decision-making.
- Attendance, participation or attitude: assessment of attendance and active participation in the proposed sessions, workshops, simulations and dynamics.
- Written works, memoirs, reports and projects: preparation and delivery of the Teaching Kit
- of educational intervention with students with learning difficulties.
- Oral presentation and defense of work: presentation of the designed Teaching Kit, with critical reflection on its applicability and collective comparison.
General information
Credits: 2 ECTS
Duration: 29/04/2026 – 20/05/2026
Teaching modality: In person
Location: Faculty of Education (Central Building) of the University of La Laguna
Valued at: €145
The cost of tuition for this Microcredential will be subsidized by the 'Plan for the development of university microcredentials', investment 6 of component 21 of the Addendum to the 'Recovery, Transformation and Resilience Plan', financed by the European Union – Next Generation EU, year 2025.
Short courses available in various formats (in-person, online, or hybrid). Ideal for learning without interrupting your professional life.
Content created and delivered by professionals and experts in the field, designed for immediate application.
Endorsed by the University of La Laguna. You will receive an official ECTS certificate, valid in the European Higher Education Area.
Teaching staff
