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Collab Lab 43: Prototyping and Testing Ideas

Collab Lab 44: Working with community partners

Collab Lab 45: The student experience on real world projects

Collab Lab 46: Connecting Projects Across Grade Levels

Collab Lab 47: The Fellows Experience – What We’ve Learned

Collab Lab 48: Re/Connect

Collab Lab 43: Prototyping and Testing Ideas

Collab Lab 44: Working with community partners

Collab Lab 45: The student experience on real world projects

Collab Lab 46: Connecting Projects Across Grade Levels

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Name: Collab Lab 42: Learn Deep Fellows – Water Projects
Start: 2021-10-14T17:30:00-05:00
End: 2021-10-14T20:30:00-05:00
Location: We Engergies STEM Center at MSOE

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Thu 11

Thursday November 11 @ 5:30 pm - 8:00 pm

Thu 09

Thursday December 9 @ 5:30 pm - 8:30 pm

Thu 10

Thursday February 10, 2022 @ 5:30 pm - 8:30 pm

Thu 10

Thursday March 10, 2022 @ 5:30 pm - 8:30 pm

Thu 14

Thursday April 14, 2022 @ 5:30 pm - 8:30 pm

Thu 12

Thursday May 12, 2022 @ 5:30 pm - 8:30 pm

Thu 11

Thursday November 11 @ 5:30 pm - 8:00 pm

Thu 09

Thursday December 9 @ 5:30 pm - 8:30 pm

Thu 10

Thursday February 10, 2022 @ 5:30 pm - 8:30 pm

Thu 10

Thursday March 10, 2022 @ 5:30 pm - 8:30 pm

Collab Labs Return for Season Six!
September 1, 2021

Season six of our Collab Lab Series kicks off on October 14th. This year we’ll be back in-person at a new location– MSOE’s STEM Center. The center was host to our STEM Studio sessions with the Learn Deep Fellows in August. The ample whiteboard space and standing tables of the Center’s Lab work well for collaborative efforts, and on-street parking should be much simpler. Collab Lab 42, our first session of the season will focus on the series of water related projects the Learn Deep Fellows developed over the course of the STEM Studio sessions that they will run over the course of the 2021-22 school year. Subsequent sessions will provide further occasions to explore with the Fellows the challenges and opportunities that come with engaging students in hands-on collaborative work focused on real-world challenges. November – Prototyping/testing ideasDecember – Working with community partnersFebruary – Student experienceMarch – Connecting projects across grade levelsApril – Fellows experience (what have we learned/how do we want to adjust)May – Welcome Cohort II Collab Labs will run from 5:30 to 8:00 pm on the 2nd Thursday of each month from October to May, with the exception of January. They are free to attend, but space is limited, so we’ll ask you to register ahead of time. We’ll be following MSOE’s Covid protocols for on campus meetings. At this point, that includes masks for all attendees, regardless of vaccination status. As that policy changes, we’ll provide updated information in the details for each session.
Collab Lab 35: Recap & Notes
October 13, 2020

We kicked off our 5th season of Collab Labs on Zoom last week with a discussion focused on what educators were running into in the early weeks of the school year. We started the conversation by asking about what folks are seeing themselves or hearing from other educators: Stakeholder involvement pushes teachers and school leadership to learn fastWhen we lose control, we latch on to what we can control, e.. following the rulesStar testing on Chromebooks without reliable internet/devices does not workIf students aren’t in synchronous session they miss outHow do you reach the students who don’t come back to engage? Students feel they are so far behind that they can’t catch up.teachers are overwhelmed, too many subjects to go deep, how do you check for understanding?One week before start of school, we were told we will be using PBL with our students.Lack of student perseverance – checking out when it gets to be too difficulthow do you replicate observation in the classroom?fear of making mistakes?students go to community centers during the day– how do they help kids when kids have so much work to do. The partners need to understand what is useful to learning.frustrated trying to get content across, frustrated with attendance. Cuts across city & suburban districts.kids at same grade level show up at same daycare, all with different assignments. That prompted some further discussion around getting above a tactical level… we’re still trying to deliver curriculum rather than learning.Rethink what is accountability?how to use tech tools to level the playing field and create empathy among students?how to use synchronous and a-synchronous teaching in a structured way. …and what teachers/schools need to make this work: creating ‘digital citizen culture’ for using technology to learn togetherWhy is presence needed for learning?How do we use tools strategicallyHow does a person demonstrate learning?How does a person demonstrate learning?Lots of time up front how to use tools of virtual platform. We wrapped up with the recognition that post Covid, schools will end up somewhere new: Systems have been cobbled together overtime. Now we are starting fresh. Can we think about how we ought to fix this?Can we create a new framework for learning experiences that gives students a choice of opportunities to pursue?
Collab Lab 32: Recap & Notes
February 18, 2020

Last Thursday’s Collab Lab explored what teacher-centric professional development might look like. We had participants introduce themselves by sharing their best and worst PD experiences. As we listened to those conversations, one thing that stood out was the number of times the physical setting of the PD session came into play– an offsite location offered an opportunity to shift thinking, a session which had teachers sitting on cafeteria benches for two hours conveyed that those planning the session had not considered what the experience would be like for participants. With those experiences as background, the first task for attendees was to inventory what they hope to gain/provide through PD. Those ideas fell into several broad categories: Enthusiasm & Inspiration: Excitement to replicate and extendInspirationEnthusiasmEnhancement of skillsExcitement — I want to leave and keep on working on itExciting change focused, purposeful, sound rationaleTransformationMotivation to do what is best for studentstheir learningtheir retentiontheir personal growthFun, humor, interactiveHow PD looks for females Gain Knowledge Gain Knowledge about specific tech subjects– AI, VR, etc.Learn to engage students in new technologies purposefullySee great pedagogy modeled and be able to practice it Rich contentIncrease knowledge…student relationshipsengaging studentsKnowledge that pertains to me!Chance to learn from everyone in the room [recognize the experience in the room]Develop a different perspective regarding those around usResourcesRealistic or tangible outcomesShare researched based best practicesAccess to new informationKnowledgeCurrent best practicesNew perspectivesAuthentic experiencesActionable skills, knowledge, connections Collaboration A space to collaborate & innovateIdeas surrounding achieving classroom equity at the college and eventually university levelFollow up/accountabilityEngagement through action and collaborationApplicable/relevantProcessing timeOpportunities to reflectGroup of similar professionals forencouragementsupportcommon passionA tribe Connections Connections for studentsAuthentic experiencesExcitement, passion, purposeExposure to other experts, mentors, coachesReal access to tools, tech, mindset of others in an interest areaContacts/networkingFellow, passionate learnersTeacher to teacher PDRespect as a capable adult learnerOpportunities to share my expertiseForm a supportive communityIncrease collaboration among staff on working with studentsGrowing a community of learners. Stretch & dive deep Be forced to struggle and stretchA desire to want more — go deeperStretchDeeper investment in your workStudent PD — if you could learn anything at school what would it be?Domain specific PDBecome better/more effective at what you want to doOpportunities for students to grow, motivate their self in learning Visions of what PD could be With this broad set of goals in hand, we allowed a bit more time for conversation about how one might realize one more of those. From there we asked attendees to pair up and create a vision of what PD that aims to meet some of those goals might look like. Here’s some of what was shared. Implementation of a school wide-initiative Focus One big goal or vision for whole school It is not A lecture Cookie cutter Participants all stakeholders [in strategic teams that make sense] It happens Off site, neutral territory As a 3-5 year plan with set SMART goals and monthly check in intervals I’m able to leverage it Because all other PD is filtered through this vision As a realistic shared vision — teams set goals aligned with vision Community Focus Supporting persistence & community It does not Have a top-down structure Feel contrived Participants A group of people with a shared goal It happens In varied settings, especially getting people out of their everyday environment Settings where everyday pressures are less pressing (leave town?) Includes both structured and unstructured time I’m able to leverage it By having the flexibility to allow good things to happen Let participants lead A specific helpful computer program (one of many) Focused on Benefits & “how tos” of a new program It is not Condescending Just a lecture A one one and done or passing trend It includes for participants Hands on exploration QA, comments, input from participants Brainstorming, how could you use this? Builds enthusiasm Offers + schedule of follow up support for participants at all levels Time for follow up Research based, relevant Of value — time saving/increased effectiveness Team Cohesion Focused on Creating a more collaborative and safe team environment by establishing norms and committing to action It does not Provide space for admiring the problem and creating blame It includes as participants The entire team It happens At a retreat I’m able to leverage it By creating a commitment to change and holding myself accountable for it. Mindful moments Focus Transitions when students enter class. Being present and acknowledging current mental state/capacity for learning. Self compassion, self awareness, self efficacy It does not Have lectures or assignments Mandate the rules of how to apply or engage Participants Teachers/faculty It happens 45-50 minutes initial time of session demonstrating strategies for teachers to learn and practice Follow up email with people who are practicing/to share with others I’m able to leverage it At the end of the session we build an accountability partnership with other session goers. Email each other to check in once a week for three weeks. After that the partnership will re-assess Power of Data – GIS Focus Scientific inquiry using GIS technology Create individual lesson plans Argue from evidence It is not A lecture Participants Educators– formal & informal It happens As active learning over a 35 hour block I’m able to leverage Software Career stories Data collection Varied context Differentiation Focus Differentiation access accountability learner needs, not roll out of programs It does not Disrespect the learner. Rather, it encourages choice, voice of participants Participants Leaders Experts Learners It happens During regular employee hours but can continue after ours or on vacations I’m able to leverage it Online, finding continuous connections, learning, teaching others Us in classroom and in other profession By sharing with colleagues Equity Boot Camp Focus Equity — education & community Misconceptions about race & identity Racial inequality It does not Teach historical wrongs ONLY Focus on people of color ONLY Take it easy Participants Educators Politicians Advocates Naysayers It happens At a ranch over a weekend in August I’m able to leverage this to Tap into people’s desires Immerse people in transformation Take actions …
Collab Lab 31: Recap & Notes
December 17, 2019

Our December Collab Lab focused on student run enterprises. We were interested in the kinds of experiences participants hoped students might gain through participation in a student run enterprise. Our process for the session took a slightly different approach, starting with how we wanted to students to talk about their experience. Our goal was statements that demonstrate a high level of engagement, but are also evocative enough that we could start to imagine how a student run enterprise might foster such an experience. The initial brainstorming process generated a long list of experience statements, including: “I worked really hard because the results really mattered” “This program helped me find my passion.” “The work here is important to me personally.” “I’m glad I can be myself, express my mind freely.” “I got to know myself better.” “I grew as a person.” “It was my favorite class ever.” “I never thought I could do this.” (with pride) “This is my project!” “I chose to stay because of this.” “I was able to make decisions that allowed me to take risks and learn from mistakes to help our business be more successful.” “I learned how to fail.” “There are real consequences for my actions in this enterprises.” “I felt more empowered than ever.” “This experience allowed me to really own my learning and let me take something I am interested in to a level I couldn’t have done without this experience.” “I have a voice and I have value.” “I understand my role.” “I am proud of what exists here.” “I am valuable to this business.” “This experience helped me see how a business could not only help me but help the community.” “The experiences I’ve had make me think about what I can do to help my community.” “This experience allowed me to grow as a student leader and collaborate with others.” “I have a better understanding of money, how it is created, and whether or not it has value.” “I used the skills I acquired to further my knowledge and abilities.” “I remembered doing this activity in class and could apply the technique learned to help myself.” “This helped me learn how to apply my skills in the real world.” “As a person, it made me make better decisions. As a member of my community it made me open my eyes and grow up.” “It helped me figure out what I want to do with my life.” With that list in hand, we asked participants to form small teams to talk through ideas for how a student run enterprise might help students have one or more of those experiences. Our second process change was to have these ideas expressed as “What if we…” questions. We wanted to see if that led to more expansive thinking. Here’s what they came up with: Individuality Initiative We hope students might say… “I learned to fail” “This program helped me find my passion” “I have a voice. I have value.” What if we… created an environment where students weren’t as fearful of failing, but instead were encouraged to learn from their failures ; created a survey or interview process to identify appropriate enterprises and their roles within them; encouraged an education system that catered to helping students find their passion instead of telling them what they should be? Failing with Open Minds We hope students might say… “I learned to fail” “I found my passion” What if we… allowed kids to fail; allowed kids to pursue their passion and explore themselves; sourced innovation from kids? encouraged all to fail of front of an authentic, receptive audience with an open mind while pursuing a curiosity which can become a passion after taking a risk? Sustainable Futures/Business with an Impact We hope students might say… “This experience connects passion to community and allows us to thing about our impact” What if we… challenge them to make a product or service that helps the environment or community; challenges them to create a business or product that reduces their impact on the environment; create a business that would help their specific neighborhood issue? Change Agent We hope students might say… “I feel more empowered than ever” What if … this purpose already means something to me; I am interested to lead; we make the community better? Milwaukee Made We hope students might say… “It was so great to work with other students of all ages and to make money and learn how to be successful in a business.” What if we… break down barriers to students creating a business; we worked with an elementary school, high school, and college to create a store/experience for students to learn from each other to make a real business; raised confidence and creativity through working with college professors and students in collaboration; used the new Marquette space in Schlitz Park to sell the produces of student enterprises and employ high school students to work in the store/paid students for the products they sell; collaborate with Marquette, MATC, Pathways High & Golda Meir to do so? Try – Fail – Reflect (repeat) We hope students might say… “I learned how to fail.” What if we… take time to reflect after failure; normalized failure; push students outside of their comfort zone? Thanks to The Commons for providing the space and to our featured participants for sharing their expertise and ideas: Que El-Amin — Co founder Young Enterprising Society Claire Friona — Co-founder of Agricycle Global Jill Hughes — Senior Business Academy instructor, Menomonee Falls High School Owen Raisch — Associate Director, Student-Run Business Program at Marquette University
Collab Lab 30: Recap & Notes
November 26, 2019

Our November Collab Lab focused on opportunities to engage students around green infrastructure. We asked participants to brainstorm ideas around different types of green infrastructure as they are designed, installed or in service, using the inventory provided within the City of Milwaukee’s Green Infrastructure Plan. From there we paired up educators with representatives from industry, higher-ed, non-profits, and local government and had them flesh out a specific idea in greater detail. Here’s what they came up with: Identify targets sites for green infrastructure Identify vacant lots in the students’ neighborhood to active and install stormwater trees, gardens, community art. Green infrastructure targeted: Rain gardensStormwater treesNative landscapingRegenerative stormwater conveyanceGreenways & land conservation Phases targeted: DesignInstallation Desired experience for students: Mapping GISThink about neighborhood & communityThis is worth it!Evidence and argumentBudgeting and financeUnderstanding different land use/space factorsHistory of the area, why a particular lot is vacantCultural experience of neighborhood as an influence to artDurability of art What students will need: Mapping softwareDataFacilitator/guides to support — experts, & exemplarsDocumentation and presentation skills Who students should meet as part of this work: UWM School of Architecture & Urban PlanningYouth Council @ City HallPocket parks tour How students might share their work: VideoPodcastMilwaukee Neighborhood News ServiceStory MapSocial media/websiteShare with community service organizations, the experts that helped them.Storytelling– “What did I learn” Art within Native Landscaping Design art projects within a native landscape Green infrastructure targeted: Native Landscaping Desired experience for students: Cross curricula – art/science/mathExploring new things Youth voice/leadershipNew materialsMentoringCulture What students will need: Guidance/leadership to understand and get excitedResearch on native landscapes, sustainable materials (what they are, why they are important)Location, calendar, transportation Who students should meet as part of this work: Partner with college studentsLandscape/gardening experts How students might share their work: Community grand opening, with presentation by youthGarden Gallery (art) night Low tech watering systems Create olla pots or other system to water gardens when students/volunteers may not be available to do so. Green infrastructure targeted: Rain barrels & cisterns Phases targeted: DesignInstallationIn Use Desired experience for students: Research the history of olla potsDesign a system where rain barrels fill the pots (how many rain barrels?)Calculate how much water might be capturedDetermine the size of pots that might be necessary for a particular garden or spaceMonitor gardens to make sure the system is workingCompare performance at different times of year Evaluate how the long the system can run without supportCalibrate the outflow rate from rain barrels so that it is most effective What students will need: History of olla pots & agricultureMath — planning for the # of pots for the areaScience — expected rainfall for the area, ecology, human impactCommunication skills — share what they didReading & writing Arts — decorating barrels, making their own pots @ schools with kiln [can we make our own rain barrels?] Who students should meet as part of this work: Community connections for support in monitoringEnvironmental engineersfresh coast guardians from MMSDTeens Grow Greens for different ideas on irrigationPottery infrastructure How students might share their work: video storyPresent @ Science Strikes Back? [Escuela Verde?]Share after a full growing season for data collectionShare publicly — news, radio, social media, USDA Butterfly Garden Reclaim paved area of “playground” for stormwater management and wildlife habitat restoration. Green infrastructure targeted: Rain gardensNative landscapingBioswalesDepavingSoil Amendments Phases targeted: DesignInstallationIn use What students should experience: Design process — native plants, permaculture, pollinator habitat, education of younger studentsSelf directed personalized learning What students will need: Research skillsCuriosityInformation sourcesAccess to professionals/experts How students might share their work: Photo voiceSignageNewsletters & written media Permeable paving meets math Use installation of permeable paving as a chance to exercise mathematical thinking. Green infrastructure targeted: Permeable paving What students should experience: Apply math concepts (geometry, algebra, etc) when designing permeable walkway through a parkArt, design, science of materialsExploration of career pathsPresentation of findings What students will need: Access to practitionersManipulation/manufacturing of materialsBest practices for fitting pieces togetherPermeable paving vs alternativesCost data for possible choices — installation, maintenance, long term costs Who students should meet as part of this work: Practitioners: non profits, contractors, college student mentorsMMSDArtistsLandscapersTours of UWM School of Freshwater Sciences, GWC, MMSD, etc.) How students might share their work: Green Students ConferenceOpportunity for students across schools/districts to present GI projects to each otherGreen job fair — in part, the conference could be funded by exhibitors (engineers, landscapers, etc.) who do a job fair GI Scavenger hunt Inventory and map green infrastructure within students’ community; identify where water is coming from; find as many examples as possible, create a map using GIS software What students should experience: The possibilities that exist in different areasProblem solving using mapping softwareAbility to visualize things on a map What students will need: Mapping software and an introduction to using itGeneral location for finding green infrastructureLesson on green infrastructure installations and interventions Who students should meet as part of this work: Students who did bigger project How students might share their work: Story map Water quality assessment Assess the water quality in the local community Green infrastructure targeted: Rain barrels & cisternsRain gardensSoil Amendments What students should experience: Data analysisHands on development of projectOwnership & involvementSuccess & Impact What students will need: SpaceNative plantsRaspberry Pi computerTypes of soilTypes of compostGravelSensors for moisture/contaminationWater quality test kits Who students should meet as part of this work: Upham Woods — digital observation kitsSweetwater – Adopt A Storm DrainRiver KeepersPlastic Free MKE How students might share their work: Social mediaMuralsLogosMottosPeer to peer education — teach others to continue projectBrand itGive it legitimacy Greening Alleys Create a list of priorities for green alleys near a school, identify and collect the data to use in prioritizing the alleys. Green infrastructure targeted: Green streets and alleys What students should experience: Surveying the neighborhoodIdentifying improvements and analyzing lowest cost estimates of putting in improvementsCommunication of survey, improvements, What students will need: Access to expertiseComputers/data setsEstimation software/templates Who students should meet as part of this work: MMSD — Lisa Sasso, Bre Plier, Nadia VogtDPW — Nader JabberWDNE — Ben Benninghoff, Samantha …
Collab Lab 29 – Recap & Notes
October 15, 2019

Our 4th season of Collab Labs kicked off on October 10th with a focus on building skilled trades talent. We began the discussion by building an inventory of the skills we’d like to see students develop. These fell into two broad categories: Technical Skills Design SkillsRead blueprints & technical drawingsFine motor skills/hand-eye coordinationMath and measurementBudgeting/Understanding job costsGeneral understanding of construction tradesEquipment/resource planning Soft Skills Creativity/Innovation/Problem solvingFail FastSafetyAbility to take constructive criticismAbility to take directionSelf AdvocacySelf discipline/integrity/follow through/show up ready to workSelf confidenceDetermination/gritCollaboration/Interpersonal skills within a teamCommunication skillsAbility to listenWillingness to learn/ask thoughtful question From there we asked each discussion group to talk through experiences that do or could provide opportunities to build those skills. Here’s what they came up with: Build2Learn Camp $500 stipend for summer workshop European model – apprentices Engage employers – job shadow Inspire/Awe – Makerspace Home Depot creative space Intentionally incorporate soft skills into lessonsProvide high interest projectsBring industry speakers into the classroomReal world applications with purpose – e.g. 3D prostheticsMentorshipsTeamwork: moving a project to completionPresenting/exhibiting craft workBuilding confidence with no or low risk simulations.Leverage connections and take them to scaleAddress skills gaps with “it takes a village” perspectiveGet professionals into classroomsThey can learn from studentsTalk with students, not down to them Our final step was to have each group take those ideas, talk through what a program might look like, and share that out with the entire group. Here’s where they landed: Project Start to finish real world application Build a house Bring in industry Have mentors Engage employers Build soft skills Build technical skills Goal is to have job ready workers, provide apprenticeships, job opportunities. Identify industry partner/employer Ask “What do you need from us?” Identify what workforce needs exist Identify training/skills needed Company sponsored projects Materials or time Interviews of the company the student Interdisciplinary/project based learning Working with other schools/districts Protocols Feedback models – Hard on content/soft on person Leverage technology Skype team meetings Drone/webcams of projects progressing Build excitement about upcoming technologies Early Hands-on Exposure Youth apprenticeships Out of comfort zone Peer mentorship Self-realization/mediation Options (electives) Students: Littles – early exposure Education Workplace: Welcoming anti-racist, data-driven, performance based What’s needed to move forward: Looking past personal bias, equal access to opportunities, a cultural shift Industry-owned Youth Apprenticeships IDing under-served population Mapped to skilled trades values and skills Bringing the industry straight to the families Thanks to CG Schmidt for sponsoring our food and beverages for the evening, The Commons for providing the space, and to our featured participants for sharing their expertise and ideas, Peter Graven – Earth Science/ Life Science/ Robotics, Deer Creek Intermediate School (St Francis) Craig Griffie – Technology Education, Brown Deer High School Tracey Griffith – HR Outreach Manager, Walbec Group Crystal Marmolejo – Project Engineer, CG Schmidt Reginald Reed – Founder/CEO, Mindful Staffing Solutions Josh Rudolf – Scheduling Manager, Mortenson

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