Backwards chaining
One of the classes I work in uses the backwards chaining technique to grab interest and help students retain information. On either the first or second day, they install a complete transmission onto a dyno, and I do a demonstration run for them. I show them how the trans shifts, give some very basic theories, and let them know they will be building a transmission that will have to do the same.
Throughout the course, I refer back to the demo as we discuss the various aspects of the components and theories of transmissions. It seems to help them to have a mental image of the finished product as they learn about the unit they are working on.
I use a similar approach in my catering and buffets class, by showing my students pictures of the Culinary Olympics and some of the Culinray Salons I have participated in so they can see just what is possible. that way when it comes time for them to produce thier "grand-buffet" they are striving for excellance.
Hi Melinda!
I like the idea especially since I'm a big picture person. Backwards chaining also works for those people who are process oriented.
Good job!
Jane Davis
ED107 Facilitator
I have always emphasized understanding the big picture and not getting caught up in the details. I think I will start with the big picture and work my way back to the details for a few of the lessons and see how it goes!
Hi Aaron!
Backward chaining has been very useful with students in my classes. It's like a "picture is worth a thousand words" and often makes a concept much easier to grasp.
Good job!
Jane Davis
ED107 Facilitator
In software courses, backwards chaining is more effective because the student can see a finished piece, gain interest and see what can be done with the program. Then I can ask "let's see how this was done" and work back from there. Then we can repeat the steps from the beginning through tutorial steps that they can apply to their own projects. I also print out several examples with a few differences among them so they can choose an outcome that inspires them. If their final piece changes in any way from the inspiration piece, they "own" it more and are proud with the alternative solutions they discovered. Fun for discussions!
I'm excited to implement more of this technique, also in a culinary context. We use a form of it I suppose in looking at real world menus & food photos and discussing the decisions that went into creating that item. Basically deconstructing the item so that the students get a better understanding of the specific techniques being addressed in a given class as they relate to a larger context.
I teach a class in which the students must disassemble a complete chevy 350 cu in engine measure all of the components in that engine and reassemble, install, and run the vehicle on a chasis dyno, I have found that if the students see what the results of the last group were by watch them run the engines they built, they find themselfs trying to do better than that last group and understand what they will do with the engine that they are building .
This is a great technique! Often in the culinary field we tend to do our demos like you would see one on a television show, start to finish and then "here is the final product", but when you think about it most shows tease the final product first to catch your attention then they make it and finally show the final product again. What a cool thing to show a student a final product first then ask "who wants to learn how to make this!?" I can just see the hands flying up and hearing lots of "Me!" I will absolutely use this technique more often. So many times we have taught the same things over and over and we ourselves forget about the excitement of what it feels like for a student to be presented with amazing things and concepts for the first time!
Hi Erin!
What a great idea! Give students the big picture and let them label it really makes sense to me as I am a big picture person. So having said that - do you think that approach will work with every student? If not - what will be your alternate plan?
Good work!
Jane Davis
ED107 Facilitator
When I read the backward chaining text, a little lightbulb went on for me. I struggle to get my students to create a proper MLA 7th edition works cited page, and I have always taught them to put it together piece by piece. What if I gave them a sample works cited page complete, and then asked them to label the parts? I think that this technique can be applied to many disciplines, as Kelly mentioned above her goal of using this in a math course.
I give them the title of the chapter. They have to tell me about it. I do my presentation, and include and mention their thoughts also.
Great technique Dave!
Jane davis
ED107 Facilitator
We use what we call "brain teasers" where students will often have to work math problems in reverse to get the correct answer. At first the students dont know how to do this but as the course goes along they soon discover how much they have learned and now they can solve the once impossible question.
I combine the backwards chaining technique with a project that mimics a real life work situation. The students are given actual sales data from a manufacturer that includes style number, quantity sold, wholesale price, expected profit margin and a sample excel spreadsheet with this data from a previous year. The students are expected to create a similar spreadsheet using the new data. They make the connection between the real world and the exercise and approach the project with determination. Each week they learn formatting details while creating the spreadsheet. In the end, they create a tool that enables them to analyze data and make decisions. I find that they are very proud of themselves and start using excel in other courses.
This sounds like a great idea. For example, when I am teaching statistics in a math class, I can show the students results and information that have been acquired through the application of various statistical measurements. If they see the real application of it as well as the finished product, it will probably seem less intimidating.
I teach a course on artisan bread baking. The very first thing students do when they come to class on day one is what???Take this dough and divide it into pieces, and then form baguettes. Where di the dough come from? How did it get this way? What is yeast?
These questions all come up and I put them opn the board, saying we will discuss all of them throughout the course, but not right now.
An hour or so later, the students are sampling fresh-baked bread, we're sitting around the worktables, and then I start in on my lecture about how breads all go through the same stages from beginning to end.
At about the time when their brains are getting filled, turns out to tbe the same point at which they came in to the sequence--the dividing and shaping.
All of a sudden they are drawn back into the class, they can now contirbute their own statements to the discussion, using things that happened suring their time in the class.
All this and it's only day one.
I think life should be backward chaining, to tell you the truth. It keeps stuff more interesting and makes you feel like you might just know something about somthing.
Sometimes I have students give a speech on a topic without telling them how to outline first. Then we go back to a speech and see how to organize it. The questions really come out!
Hi Kathleen!
I really like this type of teaching as well as for my own learning. I am a visual learner and this "drawing of pictures" is a great approach for visual learners.
Good job!
Jane Davis
ED107 Facilitator
The idea of backwards chaining creates a comfort level with my students. I will draw a complete fashion croquis figure on the board. Once I am done, the students see the end result. Next to the completed figure, I draw step by step with the class on the board as they are drawing in their sketchbooks. This process eliminates confusion and makes the material less intimidating.
