good teacher
information literacy:
definitions & discussion
information literacy:
learning & thinking
information literacy:
ICT & learning online

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Gwen Gawith: Re-defining research

Opoho School: The Opoho Possum Hunt

Lester Flockton: SOAPBOX

Martin Burgoyne: Kiwi grass is greener

Neil Burton: Kidsline

Gwen Gawith: Thinking digital readers

Jennie McRobbie: Diary of a NEMP author

Stephen May: The problem with literacy

Alan Cooper: Learning styles

John Hellner: We can all be leaders



Diary of a NEMP marker

Jennie McRobbie

Ohaupo School

6/01/02 Arrived in Dunedin after spending 2 wonderful weeks in the S.Island sightseeing down the W.Coast & sampling Marlborough wines! Booked into a motel minutes away from the marking venue so the family had the car.

Monday 8.30 am 60+ teachers assembled - half to mark information skills, half maths. Clear briefing & we all sat down at our small video monitors to mark the first group.

10.00 am Morning tea and a chance to get aquainted with other teachers from all around the country along with a few locals... Back to work marking the next box of tapes.

12.30 pm pack up - marking not difficult but it does require concentration - ready to stop at 12.30 pm to - explore the fascinations of Dunedin & surrounds - Olveston, Larnach Castle, Speights Brewery, Royal Albatross Centre, Taieri Gorge Railway, museums, art galleries, shops, wonderful cheap cafes, etc....

The marking was fascinating because it...

  • highlighted effect of questioning techniques on quality of feedback given by the students.
  • demonstrated the importance of relevant meaningful tasks.
  • provided a chance to view on video the strategies children use in performing tasks and the impact teachers & other students can have.
  • minty moments that can only be caught on video - hysterics at some of the things the kids did and said.


Interesting the difference that the teacher administrators made when...

  • positioning students for group discussions and how this could enhance or inhibit interaction.
  • the timing and phrasing of questions allowed students to demonstrate their knowledge without leading or narrowing their thinking.
  • providing time for students to think before answering - effect on the quality of information given.


Rewarding PD because it provided...

  • an opportunity to focus on one curriculum area
  • confirmation of one’s own learning & teaching strategies
  • excellent models of learning tasks & activities across the curriculum that could be adapted for one’s own classroom, school.
  • a school-wide model to establish consensus & consistency in evaluation.
  • the chance to debate, discuss & clarify one’s own curriculum knowledge.
Back again next year because...
  • it’s a great way to meet other teachers and to enhance your curriculum knowledge while having a holiday at the same time.