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  • Team Connect 4

    This morning called for a no-prep miracle, and thankfully, Team Connect 4 came to the rescue. A colleague had sent me a TikTok ages ago, and I finally put it to use: students competed in teams to answer questions and earn spots on a projected Connect 4 board—classic rules, high engagement. With no time to…

  • Structured Input Part 3: What’s it look like in class?

    In Part 3 of my Structured Input series, I’m sharing how I’ve actually used SI principles in my Spanish 4 class—what worked, what I’d change, and how it’s helped me design better multiple choice assessments that still prioritize input. From tweaking test questions to reflect both grammar and meaning, to thinking about how SI can…

  • Structured Input Part 2: Creating SI Activities

    In Part 1, I broke down the principles of Input Processing. Now, in Part 2, I’m diving into Structured Input—what it is, how it works, and how to design your own activities that actually get students to process form and meaning. I share examples from my Spanish 4 unit on chocolate (yes, it’s as fun…

  • Structured Input Part 1: An Introduction to the Principles of Input Processing

    After diving deep into Eric Herman’s sessions at the CI Summit, I couldn’t stop thinking about how students can comprehend input without actually processing it. That realization pushed me to explore Structured Input and Input Processing, especially through Common Ground, Farley’s Structured Input, and Herman’s resources. In this post, I break down my current understanding…

  • Strengthening Caretaker-Teacher Communication

    This one’s for the new teachers—and for anyone who still gets nervous about caretaker contact. I used to stress over every email and phone call, but over time, I’ve built a system that sets a positive tone early and keeps the focus where it should be: on student learning. From a start-of-year expectations email (yes,…

  • Pop-Up Grammar

    Traditional grammar instruction often follows the PPP model—Present, Practice, Produce—but in a communicative classroom, that sequence can take away from the real goal: understanding and using language meaningfully. That’s where pop-up grammar comes in. Rooted in comprehension and driven by student need, pop-up grammar gives quick, in-the-moment explanations that support meaning without derailing input. In…

  • TASKS: What? Why? How?

    It’s not a BLT with extra tomato—it’s Task-Based Language Teaching. While I’m no expert, learning from folks like Bill VanPatten and Claudia Fernández has helped me rethink how to make classroom communication purposeful. In this post, I break down what makes something a task (hint: it’s more than just talking), why tasks can boost engagement…

  • Reflecting on ACTFL 2022

    The 2022 ACTFL Convention in Boston was a whirlwind of ideas, inspiration, and connecting with teacher friends—old, new, and formerly-only-online. From unpacking Task-Based Language Teaching with Claudia Fernández to diving into the “why” behind Comprehension-Based Communicative Language Teaching in our SIG meeting, I walked away with more than a few aha moments. This post recaps…

  • Optimizing PQA

    PQA is a powerful tool for front-loading vocabulary and connecting with students—but keeping everyone engaged can be tricky. Lately, I’ve added a simple shift that’s made a big difference: after asking a few students the same personalized question, I have everyone write down what someone else said. It adds just enough accountability to keep the…

  • CopyCat: A Quick, No-Prep, Post-Reading Game

    Inspired by Eric Richard’s Grafted Writing, I tried a low-prep, high-impact activity that got students reading carefully and writing accurately—with a little competitive twist. Instead of summarizing, students copied specific sentences from a text based on chosen criteria (emotion words, dialogue, etc.). Then, they mingled to see how many classmates picked the same lines—earning a…