backward chaining
I tried this with a Family Law class with mixed results. I started with a divorce complaint and then worked backward through the elements: jurisdicton/venue, grounds for divorce, prayer for relief, etc. While it still met the course objectives, it didn't follow the textbook sequence.
Now that I see this is an extablished technique, I am going to try it again soon.
Carl
I use this technique in my culinary arts classes.
It is especially useful when teaching specific knife cuts. Students see the finished product and this makes the "getting there" much more logical.
As an aside, I also write curriculum this way...start with the desired results, then work backwards. Very effective!
Albert D'Addario
I use backward chaining in several of the classes I teach. I know it has been helpful for me to understand a goal that I want to obtain. And I think many students respond well to this. It helps them with the concept of what they are working to obtain.
I actually learned this quite some time ago when I first learned computer programming.
The example of creating a report works well to illustrate the concept.
First, you need to know what the end-user needs and wants on their report. This means what types of information that want on it, how it is sorted and organized, headings, how often the report should be run, whether it has other features such as the end-user rerunning it from a snapshot in time (such as historical financial information) and so on.
Knowing what the final product should look like then gives the programmer the goal towards which to sail, and then he/she can construct the report program appropriately.
Just as an aside, many times end-users aren't sure what they want. In which case, it helps to generate some sort of report and show it to them so that they can say "keep this, this and this, but remove that and could you add some other fields?"
I've been trying out backward chaining in my course with success by presenting my introduction objectives for the class with my wrap up slides, I let the students know that this is where I want them to be at the end of the class and then I start to chain backwards.
Thank You,
Byron
Ive done this with Lab demo. show the project then talk abouit the what and why after they've seen it. It seems to help having a visual reference.
ive tried this during hands on demonstrations
