Speaker
Description
Language teachers make complex pedagogical decisions intuitively, yet time pressure often prevents these decisions from being made explicit in lesson planning. This practice-oriented session explores how CI-informed planning routines can help teachers articulate and preserve their instructional judgment while reducing planning friction. Classroom examples and a brief demonstration illustrate how digital tools, including AI, can support teacher decision-making without altering pedagogy or instructional authority.
References
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Abstract
Language teachers routinely make sophisticated pedagogical decisions based on learner readiness, comprehension, and classroom dynamics. However, increasing time constraints often prevent these decisions from being articulated and deliberately reflected in lesson planning. This practice-oriented presentation examines how making teacher decision-making visible can support both instructional quality and professional sustainability.
Using the familiar Comprehensible Input (CI) progression of understand → use → extend as an organizing framework, the session reframes lesson planning as a process of articulating judgments teachers already make intuitively. Rather than introducing a new methodology, the presentation offers shared language for describing how teachers diagnose learner readiness and sequence activities accordingly.
The session then explores common points of friction in lesson planning—particularly in mixed-level and ESP contexts—and demonstrates how lightweight digital tools, including AI, can assist teachers after pedagogical decisions have already been made. Through classroom examples and a brief demonstration, AI is presented as a supervised planning assistant that reduces workload while leaving instructional authority fully with the teacher.
Participants will be introduced to an optional, time-efficient planning routine designed to support CI-aligned instruction while respecting individual teaching styles and institutional contexts. The session emphasizes teacher development, community knowledge, and pedagogical continuity over technological innovation, contributing to a shared professional conversation on sustaining effective language teaching under real-world constraints.
Keywords
Teacher cognition
Comprehensible Input
Lesson planning
Teacher development
Special scheduling requests
Saturday afternoon also okay.
(Saturday morning not okay).
Thank you for considering this request.
Short summary
Language teachers make complex pedagogical decisions intuitively, yet time pressure often prevents these decisions from being made explicit in lesson planning. This practice-oriented session explores how CI-informed planning routines can help teachers articulate and preserve their instructional judgment while reducing planning friction. Classroom examples and a brief demonstration illustrate how digital tools, including AI, can support teacher decision-making without altering pedagogy or instructional authority.
| Scheduling preference | Anytime on Sunday |
|---|---|
| Title | Making Pedagogical Decision-Making Visible in CI-Informed Lesson Planning |