eFellows 2018


Rob Stevenson and Bethan Kohunui

Rob Stevenson


Tēnā koutou katoa,
Ko Mātaatua te Waka.
Ko Pūtauaki me Kaputerangi ngā Maunga.
Ko Te Oriini te Awa.
Ko Ngāti Awa te Iwi.
Ko Ngai Taiwhakaea ll te Hapu.
Ko Te Paroa te marae.
Ko Taiwhakea te Tipuna Whare.
Ko Toanatini te Wharekai.
Ko Bethan Kohunui ahau.

Kia ora, I am Bethan Kohunui and I am Rob Stevenson, and we work at Apanui School in Whakatane. 

Bethan KohunuiI (Bethan) have a passion to find ways of learning through inquiry and to continue learning for myself. I’m also a year 5/6 teacher at Apanui School, in a collaborative space. I've worked as a bilingual teacher and bring these skills to my mainstream practice.

My (Rob) passion is for inquiry learning and partnering with students to develop capabilities for powerful learning. Currently teaching year 5/6 at Apanui school, I am also the e-learning and digital technology leader.

We are excited to be creating a new culture as we work towards becoming a ‘Maker’ kura. Through this inquiry and eFellowship we will blend our strengths and expertise to produce significant change for learners as we create a Makerspace in our school and share it across our Kahui Ako. This will be an environment where all students and teachers will be able to experience the maker process by taking part in learning that has a focus on creativity, curiosity, collaboration and innovation.

Twitter - Rob: @robgstevenson
Twitter - Bethan: @WhaeaBee


A makerspace where learners love to learn in Aotearoa (PDF, 2.08MB)

Bevan Holloway

Bevan Holloway


My name is Bevan Holloway and I am HoD English at Wellington Girls College. At the start of this year I wondered - is there a biological age when kids stop playing? And then I wondered, if play is nature’s way of making humans learn, shouldn’t my students be free to play, and through that play learn about English? So, the focus of my fellowship is to look at the application of learning through play principles in a secondary context. I want to see the degree to which it can facilitate powerful learning, how a teacher’s role changes, the impact on student dispositions and how learning through play changes the nature of NCEA assessment.

Twitter: @TeacherHolloway


Living in a small data world - play in secondary school (PDF, 2.41MB)

Julia Bevin

Julia Bevin


Kia ora tatou,
Ko Julia ahau.
Ko Waikanae te awa
Ko Bevin te maunga
Ko Kāpiti te motu.
Ko ahau te tumuaki o te kura o Paekākāriki

Mount Bevin, is in Antarctica so that may confuse some of you. My father was the Surveyor General of New Zealand for many years and on his retirement he was honoured with the naming of an icy peak!

My big question for 2018 is; How can we use the inquiry learning process to support the implementation of project based learning that has meaning for our students?

I am especially interested in looking at how mathematical inquiries can developed to be cross-curricula and project based. This question stems from my interest in mathematics learning and the research being done both here in New Zealand and internationally in the area of mathematical inquiries. I also have a passion for holistic, project based learning where learning happens because of engagement with rich, real life ‘problems’ or projects not because of a set of prescribed achievement outcomes in a long term plan.


Knowing math as doing math - how well can we teach mathematics skills and knowledge through Project Based Learning? (PDF, 1.62MB)


Jacqueline Yoder

Jacqueline Yoder


Tēnā koutou, kō Jacqueline Yoder ahau.

I am very privileged to be Head of the English Learning Area and leader of GATE/Enrichment at Linwood College in Christchurch. In these roles, I am extremely passionate about leading learning that is agentic, authentic, culturally responsive and innovative. I am very interested in exploring how to challenge traditional paradigms around identifying and enriching GATE learners using a socio-cultural view of learning. Integral to this inquiry will be respectful, responsive collaboration with whānau, iwi, community and our two Kāhui Ako.