Trace Based Cases
The word trace can be used as both a noun and a verb. For example, the Merriam-Webster dictionary defines a trace (noun) as a sign or evidence of some past thing. As a verb, to trace means to discover signs, evidence, or remains, and to follow or investigate in detail. Trace-Based Cases begin with a trace of something from the past, like an artifact, photo, painting, or other visual source. During initial cases, utilize teacher-generated questions. Then, gradually release the responsibility to the students, so they can eventually ask their own questions.
Step 1: Descriptive Questions
Begin with some descriptive questions. These evidence-based questions provide background information to help students contextualize. However, rather than assigning these questions, work on them together with some group activities that involve a variety of sources, including: artifacts, photos, paintings, maps, charts, graphs, and written primary and secondary sources. First, provide a trace of something from the past, like an artifact.
Step 2: Analysis Questions
Analysis digs deeper by adding why and how questions, which explore the relationship of the parts to the whole. During the analysis phase, students put pieces of evidence together to make inferences.
Step 3: Evaluation Questions
Evaluation questions considers implications, solutions, conclusions, or recommendations: What if? So what? What now? and What next? These evaluative questions can lead to further inquiry, social action, or social entrepreneurship. For example, find a problem the people experienced. How would you solve that problem with a good or service that would make the world a better place?
In order to create Trace-Based Cases, we researched good critical questioning techniques, such as: the Model to Generate Critical Thinking from Plymouth University, the Question Finding Technique (QFT) from The Right Question Institute, and the New Socratic Method discussed in the Harvard Business Review. This Trace-Based Case strategy should be a guided learning process the first time through. Then, through a gradual release of responsibility, encourage students to generate their own questions, using the Model to Generate Critical Thinking.
Step 1: Descriptive Questions
Begin with some descriptive questions. These evidence-based questions provide background information to help students contextualize. However, rather than assigning these questions, work on them together with some group activities that involve a variety of sources, including: artifacts, photos, paintings, maps, charts, graphs, and written primary and secondary sources. First, provide a trace of something from the past, like an artifact.
- Ask: What do you see?
- Then, provide more resources to answer the following:
- Who?
- When?
- Where?
Step 2: Analysis Questions
Analysis digs deeper by adding why and how questions, which explore the relationship of the parts to the whole. During the analysis phase, students put pieces of evidence together to make inferences.
Step 3: Evaluation Questions
Evaluation questions considers implications, solutions, conclusions, or recommendations: What if? So what? What now? and What next? These evaluative questions can lead to further inquiry, social action, or social entrepreneurship. For example, find a problem the people experienced. How would you solve that problem with a good or service that would make the world a better place?
In order to create Trace-Based Cases, we researched good critical questioning techniques, such as: the Model to Generate Critical Thinking from Plymouth University, the Question Finding Technique (QFT) from The Right Question Institute, and the New Socratic Method discussed in the Harvard Business Review. This Trace-Based Case strategy should be a guided learning process the first time through. Then, through a gradual release of responsibility, encourage students to generate their own questions, using the Model to Generate Critical Thinking.
trace_based_cases.docx |
Florida Trace-Based Cases by the USF Stavros Center and Florida Center for Instructional Technology
https://fcit.usf.edu/trace-based-case-the-mystery-of-the-mounds/
https://fcit.usf.edu/trace-based-case-florida-explorers/
https://fcit.usf.edu/trace-based-case-railroads/
https://fcit.usf.edu/trace-based-case-florida-tourism/
https://fcit.usf.edu/trace-based-case-from-boom-to-zoom/
https://fcit.usf.edu/trace-based-case-the-mystery-of-the-mounds/
https://fcit.usf.edu/trace-based-case-florida-explorers/
https://fcit.usf.edu/trace-based-case-railroads/
https://fcit.usf.edu/trace-based-case-florida-tourism/
https://fcit.usf.edu/trace-based-case-from-boom-to-zoom/
Artifact Inquiry