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Implementing response cards in a classroom may increase questions posed by the instructor, increase academic performance, and be favored by students. The technique is effective in both general education and special education. Response cards may also increase on-task behavior in the classroom and decrease disruptive behavior. [8]
Free-of-charge version available Spaced repetition Number of sides Supports Unicode Supports image Supports audio Other formats Printable Import-export Supports sync Plugin support Working offline Anki: AGPLv3 (personal computer, Android), proprietary Yes (except iOS) Yes Multiple Yes Yes Yes Video, LaTeX, HTML: Plugin [1] Yes Yes Yes Yes
Cards that the learner knows are promoted to a box for less frequent review (indicated by green arrows); cards for which the learner has forgotten the meaning are demoted to be studied more frequently (indicated by red arrows). A flashcard or flash card is a card bearing information on both sides, usually intended to practice and/or aid ...
ADR should not be mistaken for a renaming of MVC; however, some similarities do exist. The MVC model is very similar to the ADR domain.The difference is in behavior: in MVC, the view can send information to or modify the model, [citation needed] whereas in ADR, the domain only receives information from the action, not the responder.
Class-responsibility-collaboration (CRC) cards are a brainstorming tool used in the design of object-oriented software. They were originally proposed by Ward Cunningham and Kent Beck as a teaching tool [ 1 ] but are also popular among expert designers [ 2 ] and recommended by extreme programming practitioners. [ 3 ]
The cards in Box 1 are the ones that the learner often makes mistakes with, and Box 3 contains the cards that they know very well. They might choose to study the Box 1 cards once a day, Box 2 every 3 days, and Box 3 cards every 5 days. If they look at a card in Box 1 and get the correct answer, they "promote" it to Box 2.