Technical Visits - Seminars

LDI provides opportunities for teachers and other staff from throughout Europe to have a choice of visiting primary, secondary, and vocational schools in Berlin with specific organisational concepts to promote high quality in teaching and learning.

LDI offers a wide variety of teacher development courses, designed to meet the training needs of specific types of teachers.
Make Science attractive
Seminar in Making Science attractive
It is obvious that investing appropriately in learning will contribute to overcoming the economic and social crisis and meeting the Europe 2020 targets on employment, poverty reduction, education, sustainability, innovation. Additionally, as noted in the European Commission’s communication ‘Rethinking Education’ (2012), the reform of education and training systems is essential to achieving higher productivity and the supply of highly skilled workers. In this context, it invited Member States to:
In this basis, the seminar “Making Science attractive”, gives the opportunity to teachers to acquire specific competencies needed for making, science and technology more attractive for the students and at the same time fostering entrepreneurial mentality of learners according to the real market needs, preparing students for the future with the skills that are needed for today and tomorrow.
LDI, have the experience and the know how to combine indoor and outdoor educational approaches in close collaboration with schools and specialised technological and science institutes of Berlin.
During the international placement, innovative methods and tools for making science teaching attractive used in Berlin schools; curriculum is harvested. Additionally, teachers have the chance to meet and discuss with their peers in schools specialising in science teaching. They visit highly specialised technological and science centers and institutes, that have strong connections to the market and employment, giving the opportunity the participating trainers to up skill and enhance their competencies and knowledge.

Agenda of the training period

 1st Day (02.04) Sunday

-Participant’s arrival at the airport of Berlin

-Check in at the hotel

-light supper

2nd Day (03.04) Monday

09:00h – 17:30h           Visit of „Deutsches Zentrum für Luft- und Raumfahrt“(DLR)

 Viewing the presentation

 Performing practical tasks in the laboratory 


3d Day (04.04) Tuesday

14:00h – 16:00h           Visit of Robert – Havemann – Gymnasium



4th Day (05.04) Wednesday

10:00h – 11:30h           Visit of Naturkundemuseum


16:00h – 17:30h           Visit of Berlin Schülerforschungszentrum


5th Day (06.04) Thursday

11:00h – 14:00h          Visit of Museum of Technology



17:00h – 19:00h          Presentation of the Vet education system in Germany in the office of LDI (discussion)


6th Day (07.04) Friday

14:00h – 16:00h           Evaluation of the program 

  • Evaluation of the program/ Panel discussion on the outcomes of the project
  • Handing-over of certificates
  • Wrap up & End of the Program
  • Panel discussion for the development of future programs


7th Day (08.04) Saturday

Participant’s departure

Psychodrama as a tool in education

Psychodrama in service of Special Abilities Children

Training the Special Treatment Educators



Workshop duration: 30 hours

Workshop director name: Sofia Dimou psychodramatist - educator

Email Address:


  1. Introduction


Special education is playing a vital role in the support of children with special needs and consequently in their future integration in the society. The efficiency of teaching methods in special education schools is crucial for student’s future, considering their vulnerable starting point in life.

Psychodrama, being an action method, can be a bridge between the world of special abilities children and the social world because it does not rely on language alone in order to communicate and connect with people. Numerous writers and researchers have emphasised the importance of play in childhood development (for example Piaget 1962; Vygotsky 1962; Winnicott 1971; Dolto 1994) showing that children learn, interact and deal with the world through play and play can only be done through action. It is crucial to speak the children’s language when working with them.


Psychodrama involves therapeutic action (Moreno 1994), a way of being and acting with the child that will assist him or her to function in more progressive ways. With psychodrama everything is possible. The child can learn at his or her pace, without even realising that he or she is learning and more importantly the whole experience will be enjoyable. Psychodrama focuses on the present and on any interest the child has at any given moment. We can act from a spontaneous and creative state to find a way to meet the child in his or her world, connect with them and start building a relationship with them. Our connections with the children and the relationships we build with them are the most important stepping-stones of their treatment. It is only when there is mutual interest and enjoyment between the worker and the child that the child enjoys and is motivated to learn.


There is no recipe to follow when working with special abilities children. Every child is different and must be approached in unique ways. However, applying psychodrama has led to the following general guidelines, which can be proved very useful to the special treatment educators:

  • Accept, respect and allow the child to be however they want.

  • Don’t pull the child into your world. Find a way to step into their world and walk together along the bridge that connects the two.

  • Observe and work with the child’s sociometry. Get on board with them by getting on board with whatever it is that they are most connected with, be it a person, a toy or a piece of tissue.

  • Doubling and mirroring are two very useful techniques in order to get a sense of the child’s world and also to be a companion to them.

  • Never assume that the child doesn’t understand just because they lack communication skills. Talk to them. They do understand, if not the all words you speak, definitely the emotions you are expressing both verbally and non-verbally.

  • Be spontaneous. Find ways to make them curious about you.

  • If you are feeling any hesitation within you about doing something, don’t do it, it won’t work. Be comfortable and confident. The child can pick up on any hesitation or uncertainty that you are feeling.

  • Psychodramatic actions can unlock doors for children and make possible for them to gain some insight into social and interpersonal situations.

  • Special treatment teachers learn how to warm up themselves on spontaneity and resourcefulness and so it becomes easier to shift themselves according to the child’s shifts.

  • Psychodrama offers to the special treatment teachers beneficial and alternative ways of working both with children and their families.



  1. Workshop Objectives

Teachers will acquire knowledge about:

  • experiential method of psychodrama: introduced to the philosophy and main principles of psychodrama, taste of a psychodrama session in all its phases of warm up, action and sharing

  • warm up: learn to warm up of the child or the group and to work with the children rather than against them,

  • sociometry: insight into group structure and facilitates team building. They will learn how to observe the way each child connects and relates to other people in class and in a social group,

  • methods of Doubling and mirroring as useful techniques in order to get a sense of the child’s world and also to be a companion to them.

  • power of the Group: better insight of what a group (class) is and how it functions, perceives better the obvious and underlying processes and dynamics that are formed and affect the group.

  • participate to sample exercises and interventions, so as to see experientially the impact and the benefits of the method.

  • learn of the applicability and the usefulness of psychodrama in “special needs education”.


  1. Required Participants Resources

  • Participants need to read before and after the session the relative training curriculum and teaching material, which can be found in LDI platform.

  • Workshop director has to check for the availability of small toys and material needed for the implementation of each session’s practical exercises.


  1. Workshop Schedule

Everyday workshops start with a warm-up and finish with the sharing session.


Workshop Topic



1st DAY

The experiential method of psychodrama.


The special treatment teachers will be introduced to the philosophy and main principles of psychodrama. They will have a taste of a psychodrama session in all its phases of warm up, action and sharing. They will participate to sample exercises and interventions, so as to see experientially the impact and the benefits of the method. They will discuss the applicability and the usefulness of psychodrama and will point out the opportunities of enriching their teaching methodology with psychodramatic techniques and interventions.

6 hours

2nd DAY

The Warm up


This term has a special meaning in psychodrama and is of great importance. Working psychodramatically and following the warm up of the child or the group, allows the teachers to work with the children rather than against them, to follow their lead, to find out where their interests lie and to make an intervention that will create a connection and a relationship between them whilst facilitating their development. These things are vital for the children’s functioning in the social world. By carefully observing the children and taking their cues from them, in a way that respects children’s absolute right to be who they are, they can build on their actions and on the trust between them.

6 hours

3rd DAY


The introduction of educators to the basics of sociometry in its relevance for special treatment is very fruitful, as it gives an insight into group structure and facilitates team building. Sociometry is «a method that explores the network of interpersonal relationships formed in a group, in a population, in a class and the position that each member has in it» (Moreno, 1934). Sociometry gives us the opportunity to observe the way each child connects and relates to other people of a social group, to his/ her family or to his/ her wider environment and also to observe the position that several objects have- objects which symbolize important abstract ideas and sides of himself/ herself- to his/ her personality

6 hours

4th DAY

The Power of the Group.


This thematic unit gives to the educators a better insight of what a group is and how it functions, so as to perceive better the obvious and underlying processes and dynamics that are formed and affect the group. The special treatment teachers will develop their abilities in order to manage in a more functional way the various situations which emerge in personal and group level and will contribute to the personal development of the trainees. Through the development of their role as special treatment teachers, they will achieve a more cooperative learning, a more creative teaching, a deeper understanding of needs and feelings of themselves and others and last but not least a direct, genuine communication among themselves, the children, the parents and their colleagues.

6 hours

5th DAY


Practical excercises




6 hours




  1. Certificate

A Europass and certificate by LDI is provided at the end of all workshop sessions.

Outdoor education
Outdoor and Experiential Learning

The course uses the outdoors and field activities as its context, rather than teaching the skills of outdoor activities.
Typical outdoor learning is approached, with accompanied, student-centred learning through experience and as a learning community. The aim is to enhance and consolidate your prior learning and practice, study philosophical stances and methodologies, and encourage further creativity and critical thinking.
The course can be focused in specific subjects like science, history, culture, social integration, and democracy.
The Vet educational system in Germany

Vocational education system in Germany


This day by day Reference program may be subject to changes, both in duration (five to seven days) and in content, according to participants’ needs.  Visits and meetings need the participants been interactive in a peer learning approach and are implemented in a real working environment.

Learning by doing is a cornerstone of the German education system. Whether someone wants to become a carpenter or a hotel concierge, she has probably gone through what is known as the dual education system. This system combines time spent in the classroom with work at a company.

Objectives: Main objectives of the technical visit / seminar is the improving trainers understanding of how the German Vocational Education system is working.

Methodology: Participants will participate in interactive sessions with peers from private and public vocational schools.

Certification: Europass and Certificate of attendance with the description of training content and time input.



Indicative Agenda of the training period


1st Day

Participant’s arrival

Hotel in Berlin


2nd Day

9:00                             Meeting at the entrance of Hotel

10:00h – 11:00h          Welcome and Familiarization - Introduction of the partners

  • Presentation structure for all (8-10 minutes)
  • Company or organization’s overview
  • Specific expertise
  • Delegated persons (brief introduction)
  • Introduction in the program
  • Introduction of the daily schedules


11:00h – 13:00           Presentation of Educational system in Germany: Vocational Training

(Internationaler Bund (IB))

  • Presentation on Educational Systems of Vocational Training in Germany
  • Presentation on applied dual system in vocational training in Germany


3d Day

09:00h                                  Meeting at the Hotel

10:00h – 13:00h                      Visit the IHK of Berlin (Chamber of industry and trade)

  • Presentation of the role of the IHK in the formal and nonformal education
  • Presentation of the system of monitoring and evaluation of the Technical/ Professional Education that IHK is responsible for.
  • Discussion on the role of IHK in technical professional education.


4th Day

07:30h                         Meeting at the Hotel

8.30h                           Welcome to OSZ KIM .Study Visit on VET teaching in system informatics      

9.30h                                       Break

9.50h:                          Information on dual vocational training, cooperation between school and company and the organization of instruction in learning fields (Learn folder)

11.00h                                                 Guide tour and general presentation of OSZ KIM

11.20h                        End of Study visit at OSZ KIM, departure for the BVG      (arriving there about 12.00h)

12:00h – 14:00           Study visit to the training company BVG (Berliner Verkehrsbetriebe)

  • Presentation of the company
  • Presentation of the practice (students task, timetable, etc)


5th Day

10:00h – 13:00h         Thematic workshop: Comparison of vocational education and training between the two countries Greece - Germany.

  • Presentation and comparison of applied vocational training systems in two countries
  • Identification of common reference points between these two different vocational educational systems
  • Identification of advantages and disadvantages in vocational educational systems of Greece and Germany


6th Day

12:00h – 14:00h           Evaluation of the program 

  • Evaluation of the program/ Panel discussion on the projects outcomes
  • Handing-over of certificates
  • Wrap up & End of the Program
  • Panel discussion for the development of future programs


7th Day

Participant’s departure

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