Professional Literature

Monday, October 26, 2015

Article 1: Teaching Strategy from Foreign Annalus journal

In A High-Leverage Teaching Practices: Leading an Open-Ended Group Discussion author
Erin Kearny writes about the response to calls for more practice-based teacher education that led to
a study. This study investigated the way in which two high-performing novice world language
teachers, one in Spanish and one in Latin, implemented a high-leverage teaching practice (HLTP)
which is a core set of teaching practices that, when executed proficiently by accomplished novice
teachers, are said to promote high gains in student learning over other teaching practices(Kearney
2015). Specifically, the author discusses leading an open-ended group discussion in both successful
teaching environments. Observational data revealed a number of fundamental micro-practices
which other experienced teachers might analyze, practice, and possibly imitate. The article offers
examples illustrating the way in which the practice was achieved and also captures the impact of
such practices on classroom discourse. The author adds that HLTPs are a complex and dynamic
social practice co-constructed by teacher and students to enhance student learning, and there is a
useful list in the article that could give a teacher ideas about possible practices for teaching. Finally,
after looking at the results of the study, Kearny concluded that the findings provide an initial basis
where success was seen in teaching world languages and where continued research on highleverage teaching practices in the world language education context can be pursued.
The author seems to write in order to investigate and disclose the positive results of the
study on the high-learning teaching practice of open-ended discussion. The intended audience is
teachers and other persons who might be interested in such pedagogical information. As it pertains
to my unit, this article shaped my planning and implementation because it revealed more insight
into some practices that I might implement into my future teachings. Specifically, I plan to carry out
the practice of open-ended discussions in my current unit for a Spanish class so that I can create a
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Monday, October 26, 2015

space for students to have an opportunity to think at a higher-level. This practice would find a mold
within their zone of proximal development and will greatly help them build on their Spanish skills.

Article 2: Unit content from Education World

This article called The Day of the Dead: A Lively Tale of Mexican Culture written by Gary Hopkins
provides practical and key information about the significance and basics of an important Hispanic
holiday: Day of the Dead. He does so by endorsing the use of a book called Day of the Dead written
by Tony Johnston and illustrated by Jeanette Winter. The book is a perfect tool for introducing
Mexican culture to students 6 to 60 (Hopkins 2004). Although this holiday sounds morbid, Hopkins
cites the books explanation of this festive occasion as a time of happiness, music, and feasting. The
holiday is described with eager Mexican children waiting impatiently for the annual festival, held
over three days from October 31 to November 2. Hopkins clarifies the book as following the children
observing adult relatives gathering and making special treats such as empanadas, pan de muertos,
and tomales. With this in mind, it is evident that Hopkins holds this cultural, educational book in high
esteem.
Thus, the author writes this article with the purpose of promoting Tony Johnston and Jeanette
Winters book as a classroom resource to teach students about an important Hispanic cultural
occasion. Hopkins also writes to give readers guidance in teaching an important topic to any age of
learners. The fact that the article is on Education Worlds website shows that teachers are the
intended audience, but Hopkins writes the article in a way that informs any instructor that this book
is a quality tool for informing any group of people about El da de los muertos. This article shaped my
planning and implementation for my unit in a couple of ways. First, I am reminded of this crucial
holiday and its traditions as well as its importance to a Hispanic child. For that reason, I plan to
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implement a lesson through storytelling. I believe students learn well through storytelling, and that
seems like a great way to inform them about this vital piece of Hispanic culture as well as giving
examples of Day of the Dead festivities (music, food, activities, beliefs, etc.). Second, this article gave
me insight on how to further implement this lesson. I can teach students a basis for the holiday, and
then have them do their own research. Hopkins even gives helpful online sources (Maya
Rediscovery, Halloween on the Net, La Raza Gives Life to Day of the Dead, and Day of the Dead
Is a Living Experience). Conveniently, Da de los muertos lands on the last days that I am teaching my
unit El Calendario. Hence, I can implement and end the unit with this celebratory occasion.