Introduction
Barry Said, born in 1970 in Burkina Faso, graduated from the Islamic University of Niger with a bachelor’s degree in Islamic studies. Since 1999, he has been teaching Arabic and Islamic Education at Al-Noor Center, connected with Direct Aid Society, in the city of Ouagadougou. He was introduced to the FIRSTedu-ADLX framework during his participation in the “Introductory Journey” as part of “Waj’alni Noura” initiative. The journey transformed his perspective on facilitation and influenced his practices as an educator.
As for this impact story, the learners on the journey Mr. Barry is sharing with us were 44 active second-grade primary students, aged between 7 and 9. They gathered for an in-person learning journey held in a safe and positive environment, though limited in technological resources.
After the learners had memorized the prayers and supplications ((do’aa) recited during salah (prayer), the challenge was how to turn this memorization into a correct and meaningful practical performance of prayer, in a way that would motivate learners and embed both meaning and value. Mr. Barry noticed that traditional methods were no longer effective in creating positive engagement, so he decided to apply the FIRSTedu-ADLX framework to increase learner interaction and observe its actual impact on the learners.
Learning Design Overview
The choice of the FIRSTedu-ADLX framework stemmed from the facilitator’s desire to shift from rote memorization to lived eXperience, and from abstract recall to impactful practical learning. The framework’s strength lies in its ability to spark interaction, with its integrated domains and principles making the learning journey easier to facilitate and the learning outcomes deeper and more flexible.
Learning Outcomes:
- Attitude:
- To feel the importance of salah (prayer) in the life of a Muslim.
- To become aware of the seriousness of abandoning prayer.
- Skills:
- To perform two units (rak‘ahs) of salah correctly.
- Knowledge:
- To recall the steps of prayer in order.
- To recite the related supplications (do’aa).
- Performance Outcomes:
- To commit to performing salah daily.
- To help a classmate perform salah correctly.
Learning Journey Summary:
The journey consisted of a single in-person learning session that included multiple activities. The activities were sequenced in a gradual and age-appropriate way, starting with readiness and ending with practical application. Below are two learning activities as examples.
Learning Activity 1 Using RAR: Why Do I Pray?
- Readiness Increase:
The facilitator linked the previous lesson to the new one by saying:
“After memorizing the supplications (do’aa) of prayer, today we will learn why prayer is important and how to perform it.”
He then stimulated learners’ curiosity and motivation by adding:
“I’ll ask you some questions at the end of the session, so get ready for a friendly competition.”
Learners were then divided into three groups: Abu Bakr Al-Siddiq, Umar ibn Al-Khattab, and Khadijah Umm al-Mu’minin, each receiving three key questions. - Activity Facilitation:
Each group discussed its set of key questions. For example, the first group discussed:- Why do we pray?
- What is the danger of neglecting prayer?
- What are the steps of prayer in order?
- Reviewing Actively:
Each group presented its questions and key discussion points. The facilitator pulled lessons learned and made sure the attitude and knowledge outcomes were achieved.
Learning Activity 2 Using RAR: How Do I Pray?
- Readiness Increase:
The facilitator mentally and emotionally prepared the learners for the mini-presentation and invited them to focus, as he would perform the prayer in front of them. Then, he stood in a position where everyone could see him. - Activity Facilitation:
He conducted a live mini-presentation showing how to perform two rak‘ahs of salah. After the demonstration, each group was invited to select a representative to perform the prayer in front of their peers. - Reviewing Actively:
The facilitator led a group reflection session to reinforce, strengthen, and deepen learning, using a balance of “pull and push” techniques. This allowed learners to reflect on what they had learned and link it to future action steps.
Applying the Domains of the FIRSTedu-ADLX Framework
- F – Focusing on the Learner:
The facilitator demonstrated active listening to learners’ prior knowledge about prayer through their questions and contributions. He repeated the names of those who engaged and encouraged participation, giving learners multiple opportunities to ask questions—building their self-confidence. - I – Interacting within the Learner eXperience:
Social connection was fostered by naming the groups with positive Islamic role models. Role distribution and encouragement of teamwork created an enthusiastic and respectful learning environment. - R – Reviewing Activities Using the RAR Model:
All RAR phases were implemented carefully. The facilitator mentally prepared the learners by linking each activity to the previous one. He also ensured psychological and physical readiness. During facilitation (group work, application, mini-presentation), he followed up, motivated, probed, and assessed. The reviewing phase combined understanding checks and deepening understanding with reflection on the current situation and thinking of future steps. - S – Sequencing within the Learner eXperience:
The session began with an opener, followed by discussion, a practical demonstration, an energizer, linking and summarizing, and ended with a closure activity. This sequence balanced cognitive, physical, and affective energy while repeating key concepts in various engaging ways. - T – Transforming Learning into Real Performance:
The session concluded with a real-world challenge: learners were asked to commit to daily salah for a week. In the next session, rewards were given to those who performed salah correctly in front of peers. This step ensured continuity and made learning translate into real-life action.
Conclusion
Impact on Learners:
The session witnessed exceptional engagement. Learners were eager to participate, their confidence grew, and they collaborated effectively in their groups. Some were seen discussing and practicing salah outside the classroom. One learner said, “I hope we can continue this lesson tomorrow.”
Impact on the Facilitator:
The facilitator’s view of teaching changed. What once felt like a burden became enjoyable and deep. He found that the FIRSTedu-ADLX framework reduced effort while deepening impact—especially in Islamic Education. It also helped him structure his activities and use new participatory methods.
Impact on the School or Community:
Though still in its early stages, the positive signs suggest this approach will influence the surrounding community. The facilitator hopes to share the experience with his colleagues and embed this framework in his school’s learning culture.
Finally, Mr. Barry Said extends his gratitude to SeGa Group for opening new horizons in facilitation, and to the organizers of the learning journeys under the “Waj’alni Noura” initiative—especially Dr. Yasser Al-Faqi and Mr. Mustafa Khattab—for their sincere support and true mentorship.
He prays that this work be accepted and impactful for his students and the wider Ummah.