Based on the principles of expectational knowledge we have gathered so far, she asked herself the following questions.

1. What prior knowledge can I give students about the activity itself that will increase their chances of success?
2. How can I assure students that they will be able to complete this task successfully?

Linda thought about this and decided the simplest way was to write out the task instructions on a separate piece of paper and hand them out to the students along with the actual FSW task sheet at the end of the previous class. This would give the students a chance to think about how this activity would be done before the class, which would reduce anxiety. In addition, some students would have the motivation to check words that they might not know.

She then recorded a simple video on her mobile phone of her talking to one of her advanced students from another class about one of her experiences. Her model conversation not only included some of the prompts from the FSW task sheet, but it also contained natural language used in everyday interactions. She then typed up the transcript for the conversation along with a short motivational message that went something like this:

What do you think it said?

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