Classroom Blogging



Pinterest as Diagnostic Assessment

Pinterest lesson

Click above to see a lesson I have developed as just on a way of using Pinterest with the students in your class. Pinterest isn’t just for teachers you know?!


Some great examples of classroom blogging can be found at

Mrs. Morgan’s Superstars,

Open the Door to B4


Kids with Ideas.

 Classroom Blogging for Documenting Learning

A fantastic, safe and free classroom blogging tool is Edmodo!

This is a safe and free classroom blogging tool to enhance the learning and teaching in your classroom. It is a tool for both teachers and students, and connects you to classrooms around the globe. Teachers can add posts, polls and discussions while tracking participation and achievement. Students can learn and collaborate in an interactive and authentic manner that will aid them in developing skills for the digital world.


Please see attached my rubric I used to evaluate the app.

Edmodo Rubric



Illustration of Practice – Report on student achievement

Professional Practice – Standard 5.5 – Report on student achievement
Graduate Descriptor: Demonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Associated Standards
  • 1.2 Understand how students learn
  • 1.6 Strategies to support full participation of students with disability
  • 2.1 Content and teaching strategies of the teaching area
  • 2.3 Curriculum, assessment and reporting
  • 2.6 Information and Communication Technology (ICT)
  • 3.3 Use teaching strategies
  • 3.4 Select and use resources
  • 3.6 Evaluate and improve teaching programs
  • 4.1 Support student participation
  • 4.5 Use ICT safely, responsibly and ethically
  • 5.1 Assess student learning
  • 5.2 Provide feedback to students on their learning
  • 6.1 Identify and plan professional learning needs
  • 6.2 Engage in professional learning and improve practice
  • 6.3 Engage with colleagues and improve practice
  • 6.4 Apply professional learning and improve student learning
  • 7.4 Engage with professional teaching networks and broader communities


A graduate teacher, Lisa, has a grade 5/6 class at an average sized local Catholic school. Recently the school had adopted the LIFE interface (Archdiocese of Canberra and Goulburn: Catholic Education Office [CEO]) as the school website for teachers, students and parents. When this was first introduced an brief introductory PD was provided for staff but did not go into any great detail of programming, web design, or how to use it in daily classroom teaching.

So far all teachers in the school have implemented small aspects of LIFE, but none have exceeded what was presented in the PD. As Lisa recently completed units on ICT in the classroom in her university studies, she feels that she would like to implement the LIFE technology better in order to increase student motivation and engagement, further develop students’ ICT skills and give better student feedback on assessment (Waller, 2010).

Throughout the first semester Lisa successfully posted online homework tasks, one formative assessment task, and a couple of web resources for her integrated unit to the LIFE page. Concurrently she has found that students are not reflecting on and utilising the formal and daily feedback that she is giving them. The teacher believes that she needs to raise her own and the students’ skills and knowledge of web browsing and blogging before increasing the use of LIFE in her daily classroom practice.

Whilst browsing for ideas on other upper primary teacher’s blogs Lisa discovered a classroom where the assessment is fully posted and submitted online (where applicable), and subsequently formal and informal feedback was given on all submissions. Lisa at first found this very daunting but the creative and engaging nature of this assessment process seemed too beneficial to ignore. So the next week Lisa consulted and liaised with the school’s IT Support to gain more skills and understanding of the LIFE interface (regarding setting up; multiple class pages, group discussion blogs and commenting functions for teachers and students).

Over the coming semester Lisa successfully implemented increased use of the LIFE interface in the form of; weekly homework tasks, project tasks, group discussions blogs, formal assessment feedback, regular informal feedback and comments, encouraging students to give constructive comments on their peers’ work and share their learning (Risinger, 2006). In doing so she developed her own professional and personal web-based skills, developed her students’ web skills, engaged and motivated her students in online formative and summative assessments, created a way to store and access students’ learning records (for reporting purposes) and created a safe online community where the class openly shared their learning journeys individually and as a class.

Preservice Questions:

As a result of using LIFE to it’s full potential, what areas of ‘learning’ (i.e. curriculum) would students be progressing? Name some content descriptors that you would be addressing.

How else could you improve student reflection on learning?

Graduate Question:

If you were the first teacher in the school to progress this far with implementing LIFE, how could you share your classroom practices with your colleagues and thus create a more cohesive teaching/learning design school wide?



Archdiocese of Canberra and Goulburn: Catholic Education Office. (2014). Life learning cloud [Webpage]. Retrieved from

Risinger, F. C. (2006). Using blogs in the classroom: A new approach to teaching social studies with the internet. Social Education, 70(3),130.

Waller, M. (2010). It’s very very fun and ecsiting- using Twitter in the primary classroom. English 4-11,39, 14-16.


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