Each year, I re-post my favorite blog posts, and then collect the links into one.  This post is for my favorites from the first six months of 2020.

You can see my choices for each of the past thirteen years here.

And you can also see a list of my My All-Time Favorite Posts!

I’ve also been highlighting some of the “best-of-the-best” in the “A Look Back” series.

Here are My Favorite Posts In 2020 — Part One:

IMAGE: HERE’S A GOOD EXAMPLE (& STUDENT MODEL) FOR A POSTER ON SELF-CONTROL

COULD THIS BE A GOOD TEMPLATE FOR JUST ABOUT ANY PROFESSIONAL DEVELOPMENT SESSION?

ASCD EDUCATIONAL LEADERSHIP PUBLISHES MY ARTICLE DESCRIBING OUR SCHOOL’S SUPPORT FOR LONG-TERM ELLS

IMPLICIT BIAS TRAINING DOESN’T SEEM TO WORK – SO WHAT SHOULD TEACHERS & OTHERS DO, INSTEAD?

A REMINDER WHY IT’S IMPORTANT TO HAVE STUDENTS REPEAT WORDS – & READ TEXT – OUT LOUD

HERE ARE HUNDREDS OF FREE DOWNLOADABLE STUDENT HANDOUTS FROM THE MATH, SCIENCE & SOCIAL STUDIES TEACHERS’ TOOLBOXES

WHO WOULD HAVE THOUGHT? PROFESSIONAL DEVELOPMENT FOCUSING ON SPECIFIC INSTRUCTIONAL & CLASSROOM MANAGEMENT STRATEGIES FOUND TO BE EFFECTIVE

BIG STUDY FINDS SEVERAL MATH & READING INTERVENTIONS HELPFUL TO SECONDARY STUDENTS, BUT OFFERING INCENTIVES IS USELESS

I WILL NEVER TEACH ANOTHER LESSON ON “GRIT” WITHOUT INCLUDING THIS NY TIMES PIECE ON THE VALUE OF QUITTING

GOLDMINE OF PRINTABLES FOR PRIMARY SOURCE ANALYSIS, INCLUDING VERSIONS FOR ELLS

NOT ONLY CAN IT BE MOTIVATING TO HAVE A GROWTH MINDSET, BUT NEW STUDIES FIND LEARNING ABOUT OTHERS WHO HAVE IT CAN BE MOTIVATING, TOO

STUDY FINDS LONG-TERM EFFECTIVENESS OF SIMPLE INTERVENTION SUPPORTING FIRST GENERATION COLLEGE STUDENTS – HERE’S HOW I ADAPTED IT FOR HIGH SCHOOL

I’M NOT CONVINCED THAT STUDENT LEARNING LOSSES THIS YEAR ARE TRAUMATIC, BUT THEY WILL BE BAD IF WE’RE ONLINE NEXT YEAR

MORE OF WHAT OUR TEACHERS HAVE LEARNED ABOUT TEACHING ELLS

NINE LONG-TERM CHANGES I THINK THE DISTANCE LEARNING CRISIS WILL – & WILL NOT – BRING TO OUR SCHOOLS

NEW STUDY FINDS THAT PEER ASSESSMENT WORKS – PRETTY MUCH ANY WAY YOU DO IT

STUDY FINDS WRITING IN CONTENT CLASSES ENHANCES LEARNING, AS LONG AS IT IS A SPECIFIC KIND OF “WRITING-TO-LEARN”

ANOTHER EXAMPLE OF WHY “IMPACT” IS MORE IMPORTANT THAN “INTENT”

SURVEY SAYS STUDENTS MOSTLY FEEL “TIRED, STRESSED & BORED ” (IN THAT ORDER) AT HIGH SCHOOL

GOOGLE’S “INTERPRETER MODE” MAKES IT EASIER FOR TEACHERS & PARENTS TO TALK IF THEY DON’T SPEAK EACH OTHER’S LANGUAGES

HERE ARE OUR FOUR ED WEEK VIDEOS ON STUDENT MOTIVATION!

STUDIES FIND THAT TEACHERS ANALYZING DATA IS NO HELP TO STUDENTS IF IT DOESN’T RESULT IN DIFFERENT INSTRUCTIONAL PRACTICES

NEW CURRICULUM FOR TEACHING ONLINE INFORMATION LITERACY LOOKS FANTASTIC!

PROJECT ZERO’S “THINKING ROUTINES TOOL” IS AN EXCELLENT RESOURCE

STUDY FINDS THAT MENTORING A STUDENT TEACHER MAKES THE SUPERVISOR A MORE EFFECTIVE TEACHER

THE HEADLINES YOU SEE ABOUT NAEP SCORES DON’T TELL THE WHOLE STORY….

EVERY SCHOOL DISTRICT STAFFPERSON IN CHARGE OF CURRICULUM ADOPTION SHOULD READ THIS PIECE EXPLAINING WHY WE TEACHERS TEND TO NOT USE THE MATERIALS

ACCORDING TO NEW RESEARCH, RITA PIERSON WAS MORE RIGHT THAN NOT WHEN SHE SAID, “KIDS DON’T LEARN FROM PEOPLE THEY DON’T LIKE.”