EDI in Lesson Planning
Read the schematic CLIL lesson plan below very carefully. You can also find its copy in the Paperback Pack of The Effective Language Teacher (page 32) or on this project website (Module 1, Unit 4).
| Lesson Stage | Activities | Content Objectives | Language Objectives | Timing |
| Introduction | Warm-up: -Discuss a visual (e.g., graph of energy consumption). -Set lesson objectives (content and language). | – Activate students’ prior knowledge of sustainable energy. | – Practice speaking fluently about familiar concepts. | 5-10 mins |
| Input/Content Delivery | – Short lecture, video, or infographic on sustainable energy. – Provide vocabulary handouts with definitions and examples. | – Understand the principles of renewable energy production. | – Learn key vocabulary (e.g., carbon-neutral, renewable). | 15-20 mins |
| Language Focus | – Vocabulary matching exercise or gap-fill activity. – Review grammar relevant to the topic (e.g., passive voice for technical writing). | – Reinforce knowledge of renewable energy concepts. | – Build vocabulary and context-specific phrases. | 10-15 mins |
| Skills Practice | – Speaking: Pair discussion on “Advantages and challenges of solar energy in your country.” | – Analyse the pros and cons of renewable energy in different contexts. | – Use academic phrases and target vocabulary in speaking. | 20-30 mins |
| – Listening: Comprehension activity with an expert interview. | – Extract key points from expert discussions. | – Improve note-taking and comprehension of technical terms. | ||
| – Reading/Writing: Case study analysis and summary writing. | – Identify and summarise key ideas from a case study. | – Write clear and concise academic summaries. | ||
| Task/Application | – Group project: Propose a renewable energy project using visuals (charts, graphs, etc.). | – Apply knowledge of renewable energy to a practical scenario. | – Present ideas using academic and technical language. | 15-20 mins |
| Feedback and Reflection | – Peer/teacher feedback on group presentations. | – Reflect on the understanding of sustainable energy principles. | – Receive feedback on language use and presentation skills. | 10 mins |
| Assessment and Homework | – Summative: Review summaries or presentations. | – Demonstrate comprehension of renewable energy concepts. | – Write a paragraph or complete a reading on energy topics. | Ongoing |
1. Answer the following guiding questions:
- Are the tasks accessible to learners with different language levels?
- Are there multiple ways to engage with content (visual, auditory, kinesthetic)?
- Are learners given choices in how to demonstrate learning?
- Does the lesson include scaffolding for learners who may need extra support?
- Does the plan encourage all students to participate actively?
2. Identify one gap/area where the lesson plan could be improved to better support EDI principles.
For example, you may want to:
- Add case studies from diverse countries or communities.
- Provide scaffolds for learners with different proficiency levels.
- Use multiple forms of assessment to cater for different strengths.
- Incorporate collaborative tasks that value all students’ voices.
3. For an area/gap you identified, propose a practical change to the lesson plan.
You may want to consider:
- Task design (e.g., group discussions, projects, debates).
- Materials (e.g., culturally inclusive visuals, multilingual glossaries).
- Assessment (e.g., formative checks, alternative formats like oral, visual, or written)
4. Reflection
Think about the lesson plan you reviewed. Reflect on how EDI principles can be systematically integrated into your own lesson planning, rather than added as an afterthought. Consider the following questions as you write your reflection (200–300 words):
- How can lesson content, examples, visuals, vocabulary, and tasks be designed to be both culturally diverse and accessible to learners with different language backgrounds and proficiency levels?
- What strategies can ensure all students can participate meaningfully?
- How can assessments and feedback be fair, equitable, and responsive to different learner strengths?
- What steps would you take to embed EDI principles from the start when designing a lesson plan?
- How might systematic EDI integration change the learning experience for students?
University of Westminster
309 Regent Street, London W1B 2UW
General enquiries: +44 (0)20 7911 5000
Course enquiries: +44 (0)20 7915 5511
The University of Westminster is a charity and a company limited by guarantee. Registration number: 977818 England
A new method kms activation that is not talked about much, but thanks to it you can activate your Windows 11, 10, 8, 7 or Office 2010-2021 in 1 click.
kms activator windows 10 free download
Leave a Reply