In the world of outdoor exploration, there is a saying: “Leave no trace.” The phrase is based on an ethic of minimum impact on the Earth. Outdoor adventurers aim to experience nature without leaving record of their influence on wildlife and ecosystems. Without the ethic, human interaction with the environment could lead to problems such as trail erosion, wildfires, and polluted water. As we embark on the adventure of schooling during 2020-2021, the “leave no trace” phrase crept into my thinking. In this case, instead of valuing an ethic of minimum impact, I propose we set high the goal of maximum impact. And, ironically, leaving a trace may be just the strategy needed to help us accomplish the aim.

One concern I often have about schooling, pandemic or not, involves the challenge of working to insure students remember the concepts, topics, and ideas explored from one hour to the next, one day to the next, one week to the next, across the arc of a school year. This is especially true during 2020-2021 as students and teachers engage in a style of schooling that is markedly different than years past.

To meet this challenge, I propose co-constructing what education researchers have titled an audit trail (Harste & Vasquez, 1998; Vasquez, 2003; 2008) . An audit trail is a map of learning that archives the important topics, concepts, and ideas explored throughout a defined period of time (see image above). Comprised of text, images, photographs, and samples of student work, the audit trail — or learning map, as my students came to call it — helps students of all ages keep learning both in sight and in mind.

When teaching in a physical classroom I created an audit trail by affixing artifacts to a wall, leaving arrows, tape, paper and markers accessible to students for the purpose of amending the trail as the school year progressed. This year, as many teachers and students are meeting virtually, it makes sense to utilize a concept mapping app to construct a virtual trail that is accessible all learners.

I have provided instructions below for the creation of both physical and virtual audit trails. In either case, it is worth noting the varied and valuable roles an audit trail can play within the facilitation of teaching and learning.

Audit Trail as Assessment

Formatively, the audit trail challenges students to reflect on the key concepts, topics, or ideas that evolve out of learning experiences. These become the “big ideas” that are posted on the wall. From there, an audit trail challenges students to think about the connections between and amongst the big ideas. These are captured through arrows that indicate a relationship between topics. Summatively, students can be challenged to reflect back on a defined span of learning and use the wall to articulate what they have learned, the connections they’ve made, and/or identify questions that have emerged as a result of new knowledge.

Audit Trail as Engagement

From an engagement perspective, the audit trail helps connect students’ experiences to the topics explored. Images of students engaged in a learning expedition affixed alongside the big ideas and samples of their work literally become the glue (or tape!) that hold learning together. Within the virtual model, recorded comments and/or video snippets can bring these connections to life. If you are in a classroom, take photos of the students engaged in learning adventures. If you are teaching virtually, ask students to submit photos of themselves. Or, take screenshots of work presented during Zoom or Google Hangout sessions.

Audit Trail as Site of Collaboration

When an audit trail is displayed on a wall — in a classroom or nearby hallway — it becomes a site of communication and participation for community members beyond the classroom as well. Other students, school/community members, parents, and siblings can view the trail and gain a clearer sense of the learning that has taken place. The collection of photographs, images, student work samples, and connections identified serve as a catalyst for conversation about learning. In this sense, the audit trail becomes a connective force, joining the classroom with the broader community.

Audit Trail as Instructional Strategy

In addition to helping students keep learning experiences “in sight and in mind,” the audit trail also offers itself as a valuable instructional tool. I often used the trail as an exit slip, providing students with a sheet of paper, asking them to study the wall, and respond to prompts about their learning. See examples below.

Sample Prompts:

What are 3 important ideas you think we should add to the wall today? Where would they go? What do they connect to? Why?
Where do you see a connection that is not currently documented on the wall? Describe the connection.
Which topic or experience would you like to learn more about? Why?
Which topic or experience is the most challenging for you? What do you think would help you to better understand it?
How does what we did in math today connect to the nature of science? Use a specific example to make your perspective clear.

Audit Trail as Archive

Finally, the audit trail serves as an archive of the learning done across the arc of a school year. Students can create a copy of the trail (panoramic photograph or short video) and use it as a reminder of the work they’ve accomplished together over time.

Conclusion

For nature enthusiasts, the ethic of minimal impact represents the highest ideal for outdoor exploration. As we look to the ecologies of teaching and learning during the 2020-2021 school year, “leaving a trail” seems a logical corollary to insure maximum impact learning.

To purchase a formal lesson plan with templates to guide the audit trail process, click here.

For directions on creating physical and virtual audit trails see below.

Creating a Physical Audit Trail

Grade Level: Pre-K through Graduate-Level

Materials:

Bulletin board or wall space
Paper (variety of colors)
Pre-cut paper arrows (bright colors work well)
Color printer (to print book covers, photographs, etc.)
Samples of student work (with permission)
Photographs of learning-in-action

Procedure:

Vasquez (2008) suggests gathering students after a project or unit of study and asking them to reflect on what image, document, or idea would best represent their thinking about the topic studied. Then, post the artifact on the wall within the trail. Next, ask students to reflect on how the topic connects to other ideas they’ve explored thus far. Use arrows to represent the connections they make. Place a box in the classroom that is a designated place for students to submit artifacts they think might be of value to the audit trail.

Creating a Virtual Audit Trail

Grade Level: Pre-K through Graduate-Level

Materials:

Concept mapping app (i.e Milanote, Coggle, MindNode, MindMeister)
Images of student work

Images of students engaged in learning tasks

Procedure:

First, determine which concept-mapping app you will utilize as a platform for the creation and storage of the audit trail. Next, while conducting synchronous learning session, introduce students to the concept of the audit trail (or learning wall) and the app-based platform you will use to create your wall. Model the process of “leaving a trail” by adding a key idea, image, photograph and sample of student work to the virtual wall. Invite students to reflect on ideas posted on the wall, to make contributions to the wall, or to add comments documenting connections they’ve made between the key concepts, topics, and experiences.