Learning Lab Methodology
Learning Lab is both a platform and a process—a working group that challenges schools to form a problem-solving team consisting of family and community members, school professionals, and students representing the diverse make-up of the school to participate in an ongoing, collaborative discussion, the Cycle of Systemic Transformation (see figure below). Once the diverse team is assembled, Learning Lab members continuously meet monthly or biweekly throughout the academic year(s) to critically examine their existing school discipline system, propose new, culturally responsive solutions to problems they’ve identified within the system, and test the implementation of the new discipline system. One key success and strategy in the implementation of the Learning Lab is collaboration with local community-based organizations. Community members and organizations play important roles not only in identifying key community resources surrounding the school area but also in bringing their empirical experiences to the problem-solving team. Involving community is key to the effectiveness of this project—both in the Learning Labs and in identifying key community resources. Each school, uniquely situated within the district, invites local community stakeholders to join the Learning Labs. In addition, resources in the community are identified and shared with the teams to increase opportunities for students
Cycle of Learning Lab Systemic transformation (Bal, Afacan, & Cakir, 2018) adopted from Engeström (1987)
Learning Lab Members at MLK High School examine their new culturally responsive system
Learning Lab Members at Rogoff Middle School Analyzed their existing school discipline system
Learning Lab Members at Cole Elementary School collectively reflected on their current culturally responsive practices
New Culturally Responsive System under examination at MLK High School.
Reflections from Learning Labs
Nick (Student—Northwoods High School): The experience was different. A lot different than I expected. It was really cool to actually feel like there's someone that wants to help change the way that we do our things and make it better for the rest of us that come after me. I enjoyed listening and learning from everybody that had their input there and tried my best to also put my two cents in. It was very special. I got to be a part of something…Because a lot of people my age usually are not used to that…Yeah. it was good to know that people care and want me to do good.
Norman (Parent—MLK High School): I went to MLK, my kids graduated from there, and I think this is the first time I heard about having a group with teachers, parents and administrators get together to talk about what we should do to improve or keep the kids in school.
Taylor (School staff—Rogoff Middle School): I learned a lot from the parents, actually because their perspective is often different than my perspective in the building. So that was unique and I'm glad we had multiple educators and people that are actually in the classroom trying to implement the ideals as far as they can actually see from how do I actually make this happen in my classroom. Rather than a perspective of this is what I need you to do in the classroom. So when I talked about things that worked for me, it was having various voices at the table that could contribute.
From Intervention to Innovation