Extending innovative practices for "flipping classrooms" into recitations: Using a variety of representational Modes for Instructions

We extend the design of teaching approaches for flipping classrooms into recitation sessions to support students' development of content knowledge, problem solving skills, and metacognitive knowledge. We focus on co-development of cognitive and metacognitive knowledge and skills and apply a models and modeling approach embedded in instruction to promote such development. Students' learning outcomes show evidence that multiple representation tools positively influence teaching and learning. It supports problem-centered learning and helps strengthen associations of instructional goals of lectures and recitations.