Applying FIRST-ADLX Framework in a Learner eXperience about “Al Duaa”

Applying FIRST-ADLX Framework in a Learner eXperience about “Al Duaa

By Professor Khawla Mamdouh Mlebari

 

Meet the Facilitator

Khawla Mamdouh Mlebari is a graduate with a Master’s degree in “Usul al-Fiqh” from Umm Al-Qura University and works as a legal writer at the Ministry of Justice in the Kingdom of Saudi Arabia, Jeddah. She has a great interest in education and facilitation, as she founded Hakina Company, which is concerned with the scientific, skillful, and moral culture of children. Through it, we have implemented several programs and events across the kingdom of Saudi Arabia.

Application Story

After experiencing the Entry and the Introductory Journey, and after understanding the concepts on which the framework is based, in addition to its five domains, I designed and facilitated a learning session where I applied what I learned and experienced during the above mentioned journeys. Nine learners participated in the session, aged between approximately 15-30 years old. Our session was conducted in person and focused on the topic of “Al Duaa”. To deepen understanding of the session’s outcomes, I will share with you the learning outcomes I designed, considering the sequence I experienced and learned during the introductory journey. The learning outcomes were as listed below:

Attitude Learning outcomes:

By the end of the sessions, learners will be able to..

  • sense the importance of “Al Duaa” in overcoming difficult situations.

Skills Learning Outcomes:

By the end of the sessions, learners will be able to..

  • Link “Al Duaa” to the daily situations and routines;
  • Use the appropriate “Duaa” in the right context;
  • Apply the etiquette and correct practices of “Al Duaa”.

Knowledge Learning Outcomes:

By the end of the sessions, learners will be able to..

  • Memorize some pieces of “Duaa”;
  • Explain their meanings;
  • List the practices and etiquettes of “Al Duaa.”

 

Actions Activities

To accomplish these outcomes and implement the framework’s domains, I designed and facilitated a set of eXperience and learning activities, starting with a pre-opener. Prior to the session’s start point, I stimulated and motivated the learners, divided them into 3 groups, and invited each group to select a distinct color to identify themselves. I intentionally nurtured diversity and fostered interaction within the groups, applying Interacting within Positive Group Dynamics Domain (I-Domain).

The session began with an opener, during which learners guessed the topic of the session based on scenarios presented by the facilitator. Learners concluded that the key to overcoming these difficult situations is “Al Duaa”. These scenarios were designed to touch upon the problems and difficulties learners may encounter in their daily lives, making them closer to their reality and allowing learners to recall the session when facing similar situations in the future. I ensured the realism of the scenarios and their relevance to learners’ individual lives, in line with Focusing on the Learner Behavior Domain and Transforming Learning into Performance Domain (F-Domain and T-Domain). To boost motivation and individual learning drive, points were awarded to teams that guessed answers correctly, and I facilitated correct responses from everyone to reinforce a positive atmosphere, which corresponds to FIRST’s second domain (I-Domain).

The first learning activity was a kinesthetic activity. In this activity, one learner from each team explained the meaning of one “Duaa” through movement and gestures, without uttering any words, while the others evaluated their explanation and commented on their representation of this “Duaa”. Once again, positive interaction was reinforced by distributing points to the participants (I-Domain). As for the third domain, Reviewing Activities within RAR (R-Domain), it was applied through respecting the three stages of the RAR model. In the Readiness Increase stage, learners were encouraged to increase their readiness and energy levels, in addition to providing them with instructions and inviting them to repeat them. In the Activity Facilitation stage, I observed what they were doing, encouraged their participation, monitored, and facilitated their work. In the Reviewing Actively stage, I reviewed the “Duaas” expressed by the learners and explained the meaning provided by experts, facilitating their contemplation of it and reflection on it.

The second learning activity relied on brainstorming, where each team brainstormed the benefits of “Al Duaa” and collected the benefits on a sheet. In this activity, the RAR model was also fully respected. After motivation, instructions, and distributing tools in the Readiness Increase stage, I monitored and encouraged the learners during the Activity Facilitation stage. Once time was over, I listened to the learners’ answers along with the rest of the group and invited other teams to discuss the answers and reflect on them (Reviewing Actively Stage). I even pulled emotions and insights in the Reviewing Actively stage. In accordance with the I-Domain, I praised everyone’s effort and performance and avoided negative competition, and I didn’t forget to distribute points again at the end of the activity as well in order to encourage and maintain enthusiasm in a positive atmosphere.

In the third learning activity, participants contemplated an image displayed in front of them containing several symbols, and through inference, they attempted to guess the practices and etiquettes of “Al Duaa”. Once again, teams were rewarded with points as an appreciation for completing the required task (I-Domain). Then, a representative from each team presented the practices and etiquettes of “Al Duaa”, and the exercise concluded with individual reflection on the practices and etiquettes of “Al Duaa”, where each learner was provided with a paper bearing their name along with a special title. Through this final step, I aimed to facilitate the stage of “Reviewing Actively” for the learners, which is an essential part of the third domain (R-Domain), in addition to respecting each learner’s individuality (F-Domain), and linking their experiences to their reality (T-Domain). Each learner engaged in self-reflection and wrote down the practices and etiquettes they consistently demonstrate during their “Duaa”, as well as those they intend to adhere to. Learners also shared their feelings and thoughts about what they had written.

We then proceeded to a hands-on experiment activity, where each team nominated a person to aim at cotton candy using water guns. Just as I did in all the learning activities, I began by increasing the learners’ readiness (motivating and providing them with instructions and tools) and ensured the selected nominee understood the task. In the facilitation stage, I observed, encouraged, and facilitated the learners’ attempts to aim at the hanging cotton candy. Of course, upon contact with water, the candy would dissolve and fall. Building on what had happened and upon completing the aiming task , I invited the learners to reflect on what happened during the activity and relate it to the session’s topic (Reviewing Actively). The learners excelled in their responses, which were beautiful and varied. One of them even referenced the saying of the Prophet (peace be upon him), “Nothing repels fate or destiny except Al Duaa.” Once again, teams were rewarded points for their constructive engagement. Throughout the activity, I respected the RAR model and ensured positive interaction, fostering a spirit of fun, play, and positive competition among the learners, meaning I precisely adhered to the second domain (I-Domain) and third domain (R-Domain) of FIRST-ADLX Framework.

The pre-concluding activity was a linking and summarizing activity, encompassing a review of what we learned during the session. As for the closure activity, each learner wrote down their personal wish that they would focus their “Duaa” on starting from today, in line with the F-Domain and T-Domain.  Then, one of the learners utilized the last hour of Friday afternoon to share a heartfelt “Duaa” with the group. The variety among the activities and energy levels helped maintain the focus and engagement of the learners. In other words, this variety helped implement the fourth domain, which is Sequencing within the Session Flow (S-Domain), facilitated the engagement of learners throughout the entire session, and ensured their achievement of the learning outcomes smoothly and fluently. To enhance and sustain the impact, I shared with the learners a day after the session an impactful video about “Al Duaa” and its impact on the life of  Muslims.

Impact of the Application

As for the feedback, it was extremely positive. I was able to achieve the learning outcomes in an engaging, enjoyable, and impactful atmosphere – adjectives that learners used to describe the session. Some commented on the predominance of the pull method over the push method in the session and its positive impact on the learners’ spirits. Regarding the eXperience environment, some felt that the venue might need better preparation to be more comfortable for all learners. In conclusion, it was a very happy and distinctive experience to implement. I effectively applied some domains, but I felt the need for deeper practice in others. Many strengths were evident, and areas for improvement were also clear. Hopefully, I will work on implementing the five domains of the framework more effectively in future sessions.

 

 

 

 

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