5.+Satisfaction+Strategies

The flipped classroom video: []
 * Satisfaction Strategies and Application ||
 * || Strategies  ||  Practical Application  ||
 * S1 |||| Natural Consequences ||
 * S1.1 || Allow a student to use a newly acquired skill in a realistic setting as soon as possible. ||  ||
 * S1.2 || Verbally reinforce a student’s intrinsic pride in accomplishing a difficult task. ||  ||
 * S1.3 || Allow a student who masters a task to help others who have not yet done so. ||  ||
 * S2 |||| Unexpected Rewards ||
 * S2.1 || Reward intrinsically interesting task performance with unexpected, non-contingent rewards. ||  ||
 * S2.2 || Reward boring tasks with extrinsic, anticipated rewards. ||  ||
 * S3 |||| Positive Outcomes ||
 * S3.1 || Give verbal praise for successful progress or accomplishment. ||  ||
 * S3.2 || Give personal attention to students. ||  ||
 * S3.3 || Provide informative, helpful feedback when it is immediately useful. ||  ||
 * S3.4 || Provide motivating feedback (praise) immediately following task performance. ||  ||
 * S4 |||| Negative Influences ||
 * S4.1 || Avoid the use of threats as a means of obtaining performance. ||  ||
 * S4.2 || Avoid surveillance (as opposed to attention). ||  ||
 * S4.3 || Avoid external performance evaluations whenever it is possible to help the student evaluate his of her own work. ||  ||
 * S5 |||| Scheduling ||
 * S5.1 || Provide frequent reinforcements when a student is learning a new task. ||  ||
 * S5.2 || Provide intermittent reinforcements as a student becomes more competent at a task. ||  ||
 * S5.3 || Vary the schedule or reinforcements in terms of both interval and quantity. ||  ||