Diverse society – Diverse classrooms

How student diversity benefits social diversity with a special focus on cooperative learning within multicultural groups.

Teachers: Marie Carroll, Fergal Timmons, Maura Connelly and Conor Devaney

Location: Borgarnes, Iceland


Our course

The idea of ‘Cooperative Learning’ is the main topic for discussion for the week. This, coupled with the idea of ‘Intercultural Education’ is our main focus and we will bring back ideas, templates and methods that will be implemented in the classroom in RCC on return.

What is cooperative learning and why do it?

We learned that ‘Cooperative Learning’ is a method used quite a lot in classrooms in Iceland. Every classroom in almost every country of the world has a diverse range of students in it. There are students for whom the language of instruction is not their native language, there are students with special educational needs, there are students who come from many different cultures and there are a whole range of personality types also.

Co-operative learning is a system of learning whereby the students are at the centre of the learning. It is a system of learning that enhances key life skills and competencies that students can bring with them as they leave school while also it allows for the curriculum to be learned in a way that allows for them to be more active and for the teacher to become more of an observer of the learning. We, as teachers must realise that students are part of a society that will need many different skills and competences in order to enter adulthood and to best adapt to an ever-changing world. If one was to look at any job application in any part of the world one would find the same skills are always required, such as critical thinking skills, listening skills, communication skills, problem solving skills, empathetic skills etc. If we reflect upon our classroom, we often will not see any of these skills being developed. We must then ask ourselves, what are we preparing our students for?


Who benefits from Cooperative Learning?

During the first two days we observed situations which clearly demonstrated how cooperative learning ensures the students must take charge of the lesson. Often teachers this will be done in very structured groups. The teacher will divide the class in groups of, say, four. It is essential the teacher takes great care on selecting the groups for each task in such a way that they are mixed ability and that they all have additional assigned roles to the overall outcome of the task. This is essential or cooperative learning will not take place. We have all seen groupwork that does not work (e.g. the dominant student will take over and complete the task him/herself, the student with a specific SEN will not be given equal opportunity or the student for whom English is a second language will not understand the task and become disengaged). Cooperative learning is a method that caters for all of these individuals. We must not just give a group a task and let them complete it independently. We must carefully issue instructions, assign additional roles, ensure there is time for everyone to speak and design the task such that the other students on the team must listen or they cannot complete the task. Students must be creative….

New classroom practices – the role of the teacher

Cooperative learning cannot take place immediately without previously establishing new norms and new rules. Firstly, there must be trust. The most difficult thing for teachers is often the idea of ‘letting go’ of the classroom. We must step back and allow for noise and active learning to take place. We must move from the traditional lecture type scenario to a student led situation. We all tend to agree on the skills we would wish our students to learn, however, we do not always facilitate a classroom environment that allows for those skills to be developed. Cooperative learning most definitely facilitates all of these competences to flourish in every individual.


Group work is not equal to Cooperative Learning

On our first training day in Borgarnes, we observed the differences between group work and cooperative learning in an Icelandic setting. Often teachers like to try to use groupwork and hope it is effective. In contrast, we learned cooperative learning is always group work but group work is not always cooperative.  We must ask ourselves why the students or the teacher did not like it to make us not try it again. Groupwork often is given without clearly identifying a structure and roles. Individuals are not accountable for their work. There is not equal participation (one pupil may take over and others may be left out for various reasons). In this way groupwork can actually end up being a microcosm of the injustices of society rather than being an equal process where every team member is valued. To move from this situation which we may be familiar with to a space where real learning takes place will take time. We must have very structured groups, designed according to personality and skills. All members of the group are responsible for everyone in the group understanding the topic or task. Everyone has one ADDITIONAL special role within the group (e.g. Facilitator/Organiser, Reporter, Material Manager, Planner/Timekeeper, Harmonizer). The tasks must require interaction, cooperation and a range of skills and abilities. Nobody can be finished until everyone has finished. We observed this in action and it was amazing to see a mixed ability class so engaged. This is something that works, we just need to change our mindset.


Is this practical for teachers in an Irish setting with such dense curricula to cover?

As a group we reflected, thus far, on what we have learned and we feel there are huge benefits to using this methodology. However, the main concerns appear to centre around the nature of our school system. We have a very pressurised exam centred system with dense curricula which is in contrast to a lot of Scandinavian countries, including Iceland, where there is a much broader scope for learners and less emphasis on exams at an early stage. Cooperative learning allows for both knowledge to be gained while also enhancing the skills and competences students need for life. In Ireland, we all agreed, that there is often a lot of knowledge gained for exams but we do not teach the students the skills required for the adult or the professional world. This is where cooperative learning comes in.


We also had some free time….


This course is quite intense during the day but we do have some time to see some of this beautiful country. We were lucky enough to have a very clear night Saturday night and so we saw a fantastic display of Northern Lights in the sky. This is a Geographers heaven! See some photos below.


Ms Connelly + Northern Lights

Gullfoss Waterfall



Diverse society – Diverse classrooms

How student diversity benefits social diversity with a special focus on cooperative learning within multicultural groups

Teachers: Marie Carroll, Fergal Timmons, Maura Connelly and Conor Devaney

Location: Borgarnes, Iceland

DAY 3 + 4


Today we discussed assessment strategies. There are many different nationalities and education systems represented on this course so it was particularly interesting to see how assessment is used as a tool for progress in other countries. One noticeable aspect of the Irish system that is not a part of any other system represented here is the idea of the standardised state exam. This is unheard of in any of the other countries and so this was the starting point for a lot of reflection that took place today on forms of assessment.

Types of assessment we use

There are two main forms of assessment we can use in a school setting; summative and formative. Summative assessment tasks are generally a traditional ‘test’ which is usual written and completed after a unit of work is finished. Standardised tests such as our Junior Cert or Leaving Cert are also summative assessments. 


Formative assessments focus more on ongoing monitoring of progress and achievement with feedback. There are many ways to do this and most can take place in the classroom on a daily basis. Examples include; group work assessment, performance/creative assessment, peer assessment, self-assessment and portfolio/project assessment. Formative is also used unbeknownst to students during the co-operative learning process.

Students must have a chance to improve and monitoring must be regular. Otherwise we will not know where we stand until the end which leads to frustration. We should cater for all students and so we should consider our forms of assessment with great care. Our traditional written exams, which are summative assessments, tend not to examine the skills we try to learn in the classroom. They are usually a test of isolated facts which can be memorised. It then requires written skills to put it together coherently in a given timeframe. This type of exam will only appeal to a minority of students and because students are not using different skills, the knowledge is not retained long term. We discovered a study whereby 80% of students failed the exact same written exam which was given one week after their real written exam was completed. This shows that retention of knowledge does not happen when crammed for a written exam. In Ireland we must practice a lot for these types of written exams because our school system requires us to sit summative state exams.


We must, at the very least, mix our forms of assessment. If we use some formative assessment such as peer assessment, for example, students get the chance to take responsibility which increases motivation and engagement. We can then combine teacher and peer feedback for each individual. Before good formative assessment can take place there must be clear criteria. Often the creation of rubrics is a good idea so that students have clarity as to how they can improve. Once they have the rubric they can see progression and have a greater chance of success. It is advised to link assessment to the real world. This is where, sometimes, our written exams fail us. We could use performance or creative assessment strategies so that it is an ‘authentic’ experience. Learners can produce, design, experiment, create a game, create a tv interview talk show, make a film, make a map, use music etc. This is far more meaningful than a written test as students can see its purpose and are often learning the knowledge and facts without even realising it. It also is more inclusive for situations where there is a diverse classroom as it is more inclusive.


Our thoughts after trying out formative assessment after a co-operative learning task

We carried out a number of tasks within a group. We all were assigned roles just as the students would be in class if attempting cooperative learning. This was found to be very useful as we all participated within the group and roles were assigned of time manager, harmonizer, organiser and reporter, in addition to their other duties worked very well. After we discussed the topic and answered all the questions, we then had to put all the information together in a performance or creative type assessment. Some groups decided to do some acting, some did a live TV show where the two sides of the argument were presented, some made posters and some made film. This was the assessment part of the lesson and we all felt that the information was retained a lot more than if we were initially given a sheet of paper and asked to learn the facts and then subsequently handed a written test. It was an eye-opening experience. We do realise that this type of learning cannot be brought about immediately, there must be new classroom norms set, the correct climate must be there for learning like this to exist and we must take great care to ensure students have clear roles, clear instructions and clear criteria for success before it begins.


Ms Connelly in her role as group organiser


Facing Diversity

Intercultural Classroom Management


Teachers: O. Farrell, S. Joyce, S. McNamara and D. Barrett

Location: Florence, Italy

Dates: 2nd - 7th April 2018 


During the Easter break four teachers successfully completed an Erasmus KA1+ course entitled ‘Facing Diversity: Intercultural Classroom Management’ in Florence, Italy, funded by the Erasmus+ Programme of the EU. The course began by the teachers involved talking about themselves, telling their story by means of a seven word biography. This is a methodology that would most certainly be useful in creating a classroom that is culturally inclusive. As a group, they talked about what ‘culture’ meant to each of them personally and about the biggest challenges relating to diversity that they face as teachers. Teachers reported that it was interesting to examine the cultural rules that we live by and how these rules vary between countries. They also compared cultures and differentiated between individualistic and collectivistic cultures coming to the conclusion that Irish culture is somewhere in between the two.  At the end of the session, the four teachers discussed tactics that they could use to foster a cultural awareness in our classrooms in Roscommon Community College.

The course continued with all participants presenting their schools and how they face diversity in intercultural classrooms across the various European countries present. Teachers found it particularly interesting to hear about challenges faced by schools where over 80% of the student population are non-nationals. They examined the skills required for integration and what we, as teachers, can do to help students with this. Some of the methodologies investigated, through case studies, included ways of expressing interest in varying ethnic backgrounds, redirecting the role of teacher from instructor to facilitator and creating an inclusive curriculum that remains respectful of differences.

Teachers also looked at overcoming language barriers by building relationships with students through the use of methodologies based on play, movement and art. Conveying meaning through methods other than language is very important in intercultural classroom management. They examined the use of a “flipped classroom” as a means of integration and supporting students who do not have English as a mother tongue. All four teachers felt that this is something we will try in our own classrooms.

The final session of the week developed discussions on how to communicate effectively. Teachers looked at how to be empathetic towards our students. They reflected on situations where they felt upset by something a person said or did to them and examined their feelings at that moment and their needs. Teachers also examined the feelings and needs of the person who made them feel that way. The discussion looking at a restorative approach to communicating with our students. The teachers observed different methodologies adapted by teachers to engage in non - violent communication. This is something that teachers feel should be adopted in our teaching practices. The course concluded by teachers reflecting on different case studies relating to refugees moving to another country. Teachers had to consider what feelings and needs those individuals had. We then discussed these feelings and needs within groups in order to develop our understanding of others situations.

The teachers on this course will demonstrate methods explored to management and teaching staff in Roscommon Community College and we will adopt a whole school approach to incorporating some of these methods where teachers feel they could be useful in their classroom.


Participants also had two days extra to explore the amazing city of Florence taking in the stunning views, architecture and art and experiencing Italian food at its best!

Recipients of the certificate of completion from Europass Teacher Academy for ‘Facing Diversity- Intercultural Classroom Management’ course


Ms. Farrell presenting to fellow Erasmus KA1+ participants


‘Innovative Approaches to Teaching’


Teachers: G. Martin, Ms. D Staunton, Mr. C Mc Hugh and Ms. M. Concar

Location: Helsinki, Finland

Dates:  30th April - 4th May 2018


Four participants from Roscommon Community College travelled to Helsinki, Finland to complete an Erasmus KA1+ course entitled ‘Innovative Approaches to Teaching’, which was funded by the Erasmus+ Programme of the EU. Teachers from seven different countries across Europe attended the training course which led to a multicultural exchange of teaching methods and ideas.

The theme of the course was 21st century classrooms with the emphasis on “Innovative Approaches to Teaching”. The training covered a practical guide to modern teaching methodologies which helps improve quality and effectivity of educational process in any classroom. The modules were designed to encourage creativity, project organisation, integration of minority pupils and the use of ICT as a tool for developing critical thinking skills.

The emphasis was “on learning by doing” and this was achieved through various collaborative and reflective activities. The 10 modules covered over the few days were;

1.     Theoretical module – 21st Century Skills

2.     Critical and creative thinking, how can it be developed?

3.     Inquiry based learning, Task based learning

4.     Designing, implementing and assessing a project

5.     Using ICT tools for assessment

6.     Dealing with multicultural classes

7.     Adapting teaching materials to suit the needs of differentiated classes

8.     Metacognition, teaching students to learn

9.     ICT as a tool for development of creativity and critical thinking

10.  Formative vs. summative assessment, rubrics, checklists, peer and self-assessment


Some of the modules included inquiry based learning, using ICT skills for assessment, metacognition, involving teaching students to learn and differentiated classes. For the final two days, the course was conducted at the Vantaa Vocational College in Helsinki. This was a very impressive institution with many varied courses available to the students.

All teachers found that the course helped them to enhance their skills and to use various innovative teaching methods that are learner-centred and encouraged the solving of real-world tasks. Finland is renowned for its high educational standards and it was a wonderful opportunity for our teachers to experience this first hand. Many thanks to Ms. Carroll, Mr. Devaney and Dr. Chambers who were instrumental in organising this Erasmus KA1+ programme and to the Erasmus+ Programme of the EU for funding it. 


We look forward to sharing the knowledge and skills we acquired with our RCC colleagues over the next few months and putting it to good use in the classroom.


Ms. Martin, Mr. Mc Hugh, Ms. Staunton and Ms. Concar participating in an ICT Tools for Assessment, Computer Workshop in Vantraa Vocational School Varia, Helsinki

Ms. Staunton, M. Martin and Mr. Mc Hugh pictured with fellow Erasmus KA1+ course participants from Sardinia, Croatia and Poland 


Ms. Concar presenting their groups feedback on a Task Based Learning Project at the ‘Innovative Approaches to Teaching’ course 


Ms. Concar busy at work!



Mr. McHugh hard at work!




Recipients of the certificate of completion from ITC International for

‘Innovative Approaches to Teaching’ course




‘Intercultural Learning and Cultural Diversity in the Classroom’

Teachers: Mr. F. Timmons, Ms. S. Tully, Ms. S. Gunn and Ms. M. Carroll

Location: Bologna, Italy


Dates: 24th-30th June 2018

Four teachers from our school, Mr. Fergal Timmons, Ms. Siobhan Tully, Ms. Sheila Gunn and Ms. Marie Carroll travelled to Bologna, Italy in June 2018 to partake in an Erasmus KA1+ Programme entitled ‘Intercultural Learning and Cultural Diversity in the Classroom’. This very worthwhile and exciting learning experience was funded by the Erasmus KA1+ Programme of the EU and follows a series of three other very successful Erasmus KA1+ experiences that teachers at our school have participated in over the last year.

The Erasmus KA1+ Programme is an EU initiative to support education and training in Europe. The aim of this course was to help teachers develop their cultural awareness, while giving them the tools and new approaches to cater to a multinational and culturally diverse group of students. Our teachers studied with educators from several different European countries such as Belgium, Spain, Finland, France and Germany.

In this magnificent learning environment our teachers shared ideas, knowledge and their experiences, whilst engaging in a series of educational workshops, classroom theory and off-site educational and cultural excursions. Our teachers felt that the course allowed them to exchange good practices and discuss current challenges in a multicultural classroom with international teachers and course trainers.


Over the course of the week, participants focused greatly on ‘culture’ and its meaning. They discussed how culture is very similar to an iceberg; When we see an iceberg, the portion which is visible above water is, in reality, only a small piece of a much larger whole. Similarly, people often think of culture as the numerous observable characteristics of a group that we can “see” with our eyes, be it their food, dances, music, arts, or greeting rituals. However, in reality, these are merely an external manifestation of the deeper and broader components of culture -the complex ideas and deeply-held preferences and priorities known as attitudes and values. This is illustrated below.


Participants then progressed to discuss two types of stereotypes; 1. Hetero-stereotypes and 2. ‘Auto-stereotypes’, and how our stereotypes almost act as a filter to what we see. Stereotypes can become prejudices and though groupwork activities this was debated. Next participants discussed how to fight prejudice in their schools, participated in a role play and shared examples of best practise from each of the European countries represented on the course. Following on from this, a debate on non-formal education occurred and the importance of non-formal education to foster inclusion in the classroom was discussed in groups.

On their return from Bologna our teachers were full of praise for the course and look forward to sharing the many new skills and ideas that they learned with management and teaching staff in Roscommon Community College. They not only developed their cultural awareness whilst learning tools and new approaches to cater to a multicultural and ethnically diverse group of students, but realise the importance of humanity and empathy to help integrate students into our school.


Our school would like to thank Ms. Marie Carroll and Mr. Conor Devaney for their hard work in successfully applying to partake in this prestigious educational initiative.


RCC Teachers make a presentation about our school to fellow Erasmus KA1+ participants from various European countries

Mr. Timmons engaged in a groupwork activity with fellow Erasmus KA1+ participants

Ms. Tully giving a presentation on the meaning of Stereotypes and Prejudice, with some fellow Erasmus KA1+ participants from Spain and Belgium

Ms. Carroll and Mr. Timmons working in a pairwork activity on the meaning of ‘Culture’ with course participants from Finland and Belgium

Ms. Gunn giving her group’s feedback in task assigned as part of a groupwork activity 



How we Avoid Dropouts in Schools- The Way of Finland

Teachers: Mr. J. Mannion, Mr. D. Donlon, Mr. J. Kelly and Mr. M. Callanan

Location: Joensuu, Finland


Dates: 3rd-7th July 2018

During the summer holidays four of our teachers, Mr. Mannion, Mr. Donlon, Mr. Kelly and Mr. Callanan were busy building up their continuous professional development as they successfully completed an Erasmus KA1+ course entitled ‘How we avoid dropouts in schools-the way of Finland’. This course was held over the first week in July in Joensuu in Eastern Finland, funded by the Erasmus KA1+ Programme of the EU. This course is the fifth successful Erasmus KA1+ experience that teachers at our school have participated in over the last year.

Over the course of the week, the teachers engaged in a series of educational workshops, on-site educational visits and cultural experiences. About 99.7 % of pupils in Finland go through the basic compulsory education starting school at the age of 7. Hence, course participants were eager to learn and experience how Finland achieves this rate.

The course involved learning about and witnessing several of the services that are available to students in Finland, as schools work together with social and health care services to handle difficult situations for pupils (e.g. violence, drugs, antisocial behaviour, crimes etc). On the first morning a plenary session explained how, in the Finnish education system, no student is left behind and students with additional educational needs are supported extensively to achieve to the best of their ability in their schooling. The first site visit of the week was to a Kindergarten where course participants saw the experimental learning that is afforded to pre-school learners in Finland. The Finnish education system recognises the parent as the child’s primary educator, through which the logic of keeping children at home for longer than Ireland is well justified. Participants also visited a hospital school, where students who are hospitalised have the opportunity to continue their education whilst being treated for their illness. This visit was proof of the extent to which ‘no child is left behind’ in the Finish education system.

In the classroom, course participants took part in a seminar designed at explaining how the Finnish system integrates immigrant students into their education system. The Finnish language can be a major barrier to the successful integration of immigrant students and so this has resulted in them offering a one-year course in the language to new immigrant students. The system offers different paths of education to immigrants and realises that they do not necessarily need to integrate into the mainstream system to be successful in their education. Participants also visited the OHJAAMO 2.0 project, a very worthwhile service that assists young people in finding employment upon finishing their education.

In Finland, school care teams aim to make the whole school a better learning environment for all and so the psychological support services provided to students was outlined. The Finnish Law of Student Welfare recognises student welfare as a part of learning and offers both communal and individual student supports. One example of this is making the school yard an enjoyable and comfortable areas where students will want to be. The engaging course drew to a close with an excursion to the Loli National Park where the natural beauty of Finland’s forests and lakes must be seen to be believed as a written description simply cannot do it justice.


Overall, a very educational course and a thoroughly enjoyable time was had by all. Finland is renowned for its high educational standards and it was a wonderful opportunity for our teachers to experience this first hand. The teachers on this course look forward to sharing the knowledge and skills they acquired with management and teaching staff in Roscommon Community College over the coming months.


Mr. J. Kelly, Mr. D. Donlon, Mr. M. Callinan and Mr. J. Mannion pictured on receiving their Erasmus KA1+ certificate for participation in ‘How we avoid dropouts in Schools’ course in Joensuu, Finland

Mr. Mannion, Mr. Callanan, Mr. Donlon and Mr. O’Ceallaigh participating in a workshop as part of their Erasmus KA1+ course in Joensuu


Mr. Mannion engaging in a team building exercise 

Mr. O’Ceallaigh participating in a drama activity 

Some downtime! Cultural Trip around the lakes of Joensuu

Erasmus KA1+ Participants pictured on successful completion of their ‘Preventing Early School Leaving’ course in Joensuu.