Designing an AI-enhanced CBLP

In the Current Issues in ELT course, we were supposed to create an English lesson plan for high school students in Türkiye as a group of three. However, what makes this lesson plan different from traditional ones is its inclusion of technology and AI tools. In this assignment, the main focus was on encouraging students to use corpus and AI tools as part of their learning process. Additionally, we were required to design the lesson using various models, including the ASSURE model and the ABCD model for effective and organized lesson plan with appropriate learning objectives.

I have done this assignment with my classmates  Furkan Saydur and Zeynep Yeşildağ . Initially, we found the designing process difficult, as we had to consider not only the basic elements of a typical lesson plan such as students' needs and lesson materials, but also additional factors beyond the basics, including suitable technology and AI tools for our target language items, effective methods to engage the students, and so on.

In our first draft, We selected the use of 'have never' and 'have ever', as the target language item for our lesson. We chose Gemini AI as our AI tool to help students explore the grammar rule on their own and build foundational knowledge. For the further learning process, we implemented SKELL to provide students with real examples for deeper understanding. We designed the evaluation and feedback part using Google Classroom, where students would submit their work and receive feedback. We tried to design the lesson plan in alignment with all the important points and models. However, there are some possible problems that might occur if the lesson plan is implemented in a real classroom. Firstly, the students may get confused or misunderstand the grammar rule as they try to figure out the rule on their own using an AI tool. Another possible constraint of this lesson plan is its lack of instant feedback tool, since we used Google Classroom for feedback. In this case, students would need to wait until the teacher evaluates their answers and provides feedback. These limitations emphasize the need for careful consideration of teacher role and the use of an effective feedback tool.

In addition to these possible limitations, we realized that our first draft lacked a logical order and smooth transitions. Therefore, we carefully revised our lesson plan and materials again, considering our target audience is unfamiliar with corpus and AI tools. We also changed our target language item. This time, we selected the use of 'borrow' and 'lend', and the distinction between them, as this is more suitable for corpus-based teaching design. We reorganized the lesson plan and paid attention to the transitions between steps to avoid possible student confusion.

Here is the link to access both the first draft and the revised version of the lesson plan:

This is our lesson plan.

(The first draft is labeled 'draft' and the revised version is labeled 'final')

Team members: Furkan Saydur

Zeynep Yeşildağ