After experiencing Active Deep Learner eXperiences in FIRST-ADLX learning journeys, I took the initiative to apply what I had learned in my classroom. Consequently, I used FIRST-ADLX Framework to design and facilitate a learning journey in my English language classes. I would like to share my impact story and the lessons learned, hoping they can serve as a foundation for facilitators who work in similar contexts to build upon.
The eXperience Environment
Context: Face-to-Face
Number of Learners: 35
Subject: English Language
Grade: Ninth Grade
Age Group: Between 14 and 16 years old
Gender: Mixed (males and females)
Duration: Five instructional sessions, each lasting 55 minutes (two with the first team, two with the second team, one common session for assessment)
Title/Topic: Pollution
Main Skill: Writing (Writing an essay about pollution)
Main Learning Outcomes
By the end of the learning journey, the learners will be able to …
Attitude Outcomes:
– Enjoy the writing session
– Feel comfortable while writing an essay
Skills Outcomes:
– Write a problem-solution essay
Knowledge Outcomes:
– Define “an essay”
– List the characteristics and components of an essay
Parallel Learning Outcomes
By the end of the learning journey, the learners will able to…
Attitude Outcomes:
-Recognize the dangers of pollution
-Recognize the importance of individual initiative in problem-solving
Skills Outcomes:
-Develop research, critical thinking, problem-solving, and communication skills.
Knowledge Outcomes:
-Define pollution
– List its causes, consequences, types, and solutions to reduce its negative effects.
Performance Outcomes
In a couple of weeks, learners will start to ….
-Preserve the surrounding environment and encourage others to do the same
-Take the initiative to raise awareness about the environment by writing articles or discussing the issue in various places
The Journey’s Design
I used the holistic map that I learned during my FIRST-ADLX Framework journeys and applied what I learned about the concept of the “Learner Persona.” I studied, analyzed, and documented the learner persona with its characteristics and challenges as follows:
Feels and Thinks:
- Feels difficulty in learning the foreign language (English)
- Fear failing in the Official Exam since failing the exam cannot be compensated for
- Fears the embarrassment he might face when the results are published as they are posted in multiple places and are accessible to everyone
- Thinks about how hard and big the course is
- Feels bored while studying and believes that no one studies for a language exam
Sees:
- Watches his peers answering some questions that he doesn’t understand and can’t respond to
- Encounters English courses everywhere, including social media
- Reads some comments that leave him puzzled, wondering whether the official exam is easy or difficult.
Says and Does:
- Constantly says that he must study more and will start serious studying at the beginning of the month or next week
- Questions himself, “Can I succeed if I fail in one or more subjects?”
Hears:
- Hears many pieces of advice: “You are in the ninth grade this year; every student will earn the results of their efforts. Glory will come to the hard worker at the end of the year. Study well! We will be embarrassed if you fail.”
- Listens to the new songs
Implementing FIRST-ADLX Framework and Measuring its Impact
To assess the effectiveness of the framework inside the classroom, I divided the learners into two groups and designed two learner eXperiences for each group. In the two sessions of group 1, I applied the traditional method, the one we used before FIRST. However, I used FIRST-ADLX Framework to design and facilitated an Active Deep Learner eXperience in the two sessions of the second group. As for assessment, I conducted the same assessment for both groups in the fifth session and compared the results to draw conclusions.
The Sessions of the Group 1
The first group consisted of 10 students whose roles during the learning sessions were limited to listening and taking notes.
Each of the two sessions consisted of two activities, one in each session. The first activity was a presentation in which I used a projector to introduce pollution and presented its causes, consequences, and some solutions. In the second activity, the learners were invited to copy what I had written on the board. I collected the ideas presented in essay form and wrote them on the board while the students copied them neatly.
The Sessions of Group 2
The second group consisted of 25 male and female students who gathered information before class and collaborated to organize it into an essay in the class.
The Sequence of Activities in the Sessions of Group 2
As mentioned earlier, I used FIRST-ADLX Framework to design and facilitate the journey of group 2, and the activities were sequenced as follows:
- Pre-class Mission
I asked the second group to research pollution on the internet and learn about its types, causes, and effects, in addition to some solutions. I also encouraged them to search for a type of pollution in their surroundings, take a picture of it, and bring the information and pictures they gathered to the classroom.
- Opener
I welcomed the students and invited them to share any challenges they had or matters that triggered their curiosity while working on the mission.
- Learning Activity 1
Readiness Increase:
- I divided the students into five groups, of five students each, and made sure to diversify the skills within each group.
- I invited them to name their groups and provided each team with a picture of a different type of pollution and some sticky note cards.
- Then, I provided clear instructions and the teams were invited to write a title of their picture, and stick it below the name of their team on the board.
Activity Facilitation:
- Then, each team proceeded to write an introduction to the topic of this type of pollution, a set of causes in one paragraph, a set of consequences in another paragraph, and a set of solutions to reduce it in another paragraph.
- After completing each paragraph, the learners read what they had written and attached it below the picture on the board.
- As soon as the activity’s time was over, all the learners gathered around the board, read what their peers had written, provided positive feedback, and suggested areas for improvement.
Reviewing Actively:
Learners summarized what they had done, shared the most important things they had learned, and suggested actions they can be taken to reduce pollution.
- Learning Activity 2
Readiness Increase:
I placed the names of the teams in an empty box and invited the learners to choose the name of the team that would write the conclusion for their articles.
Activity Facilitation:
- I invited each team to choose a name, the name of the group that would be responsible for writing the conclusion of their topic.
- Each team wrote a conclusion for another team’s essay and gave it to them so that they collect the paragraphs to create a complete essay.
- Then a reader from each group was invited to read the essay aloud to everyone.
Reviewing Actively:
The learners shared what attracted their attention in each other’s articles and reflected on what they had learned from one another.
- Learning Activity 3
Readiness Increase:
I invited the learners to display the pictures they had taken before the lesson of a type of pollution in their surroundings and gave them two minutes to walk around the classroom and view each other’s pictures.
Activity Facilitation:
I invited the learners to suggest solutions to the problem represented in their pictures or propose steps and projects they could undertake to reduce the effects of this phenomenon and write their suggestions in their notebooks.
Then, each group of learners presented their pictures and shared one suggestion for solving it.
Reviewing Actively:
I encouraged the learners to share a point or solution that they liked in what their peers presented.
Then, I invited them to share a practical step they would take starting today to reduce pollution in their surroundings.
The Assessment Day
The next day, I invited the students of Group 1 and Group 2 to write an essay about the causes of pollution and how to reduce its effects, and then compared the results.
The Results
The second team was able to complete the task with ease and fluency, demonstrating the acquisition of attitude, skill, and knowledge learning outcomes. They showed great enthusiasm in accomplishing the task and did so effortlessly, as they had acquired the knowledge and skills required for them in a positive and enjoyable atmosphere.
In contrast, the first team struggled and clearly displayed anxiety. They couldn’t easily generate ideas and couldn’t write an essay, suggesting that none of the attitude, skill, or knowledge learning outcomes were achieved.
Of course, I couldn’t grade my learners’ work, as it would be unfair to the first team, which did not have the opportunity to live an Active Deep Learner eXperience.
Implementing the Domains and Principles of FIRST-ADLX Framework
I applied the five domains and the fifteen principles of FIRST-ADLX Framework to design and facilitate the learning journey.
Domain 1: Focusing on the Learner Behaviors
Individualization
- I made sure to address each student by their name and the name of their team (Team FBI).
- I ensured the participation of every student.
- I made sure to give those who didn’t have the opportunity to speak in one activity the chance to speak in the next activity.
- I praised everyone’s contributions and applauded their efforts.
- I made sure learners in the same team have different skills so that each learner could contribute to the group and feel their uniqueness compared to others.
Probing and Assessing
I constantly moved among the learners, checking on what they were doing and evaluating as needed. I would invite them to read each paragraph before posting it on the board to ensure the achievement of the outcomes and assess and interfere when I felt it was necessary.
Trust the Learners
Learners were given the opportunity to complete tasks, conduct research, present and provide feedback to their peers.
Domain 2: Interacting Within Positive Group Dynamics
Social Event
The learners worked in teams, and the teams interacted with each other in several stages (during the feedback exchange phase, during the stage of reviewing each other’s pictures and work, and during the stage of writing the conclusion for another team).
Positive Spirit
- I encouraged the learners to focus on the strengths that impressed them in what their peers had written and to provide positive constructive feedback.
- I invited them to share what they had learned from each other in a motivating way.
Motivation and Attention
- Learners were continuously encouraged with appropriate humor and positive feedback.
- I praised the efforts and work of everyone.
- I invited the learners to applaud their peers and praised their comments.
Domain 3: Reviewing Activities within RAR
Readiness Increase
- I provided learners with precise instructions and ensured that everyone understood what was required.
- I distributed the tools I had prepared in advance before the activity started.
- I specified the time for each activity and managed it .
- Taking their skills into consideration, the learners were distributed into diversified teams.
Activity Facilitation
- I paid close attention to time management and reminded the learners to adhere to the schedule for each activity.
- Learners were supported, monitored, and guided to ensure that they finished the tasks within the specified time for the activity.
Reviewing Actively
I used the What? So What? Now What? reflective model to help the learners reflect on their learning. For instance, I invited them to summarize what they did in the first activity, share the most important things they learned, and suggest practical steps they could take to reduce pollution.
Some other times, learners shared what impressed them the most in each other’s essays and reflected on what they had learned from each other.
Learners also shared points that caught their attention in their peers’ presentations and reflected on them.
Domain 4: Sequencing within Session Flow
Structuring and Sequencing
I designed a learning journey consisting of three learning activities, which were spread over two consecutive sessions. The duration of each activity ranged from 10 to 15 minutes (varied depending on the discussion intervals).
The first activity had stages, and the duration of each stage ranged from 10 to 15 minutes. I structured the stages and activities in a way that allowed learners to complete the essay writing during the session.
Unfortunately, I couldn’t include an energizer due to time constraints, and the opener was limited to welcoming the students and sharing what had happened while they were completing the pre-activity.
Repetition without Boredom
The learning outcomes were emphasized, and new information was repeated continuously through different activities.
Linking and Summarizing
The learners listed what we had done since the beginning of the session and shared the lessons learned at the end of each activity.
Domain 5: Transforming Learning into Performance
Reflection on Reality
I encouraged the learners to connect the concepts to the real world by:
- asking them, “Where have you seen this in your reality?” and inviting them to take pictures and share them
- thinking about practical and realistic solutions and compiling them into a paragraph
- proposing a project that can be started in the near future to reduce pollution
Practicing and Experiencing
Learners were invited to reflect on how to contribute to reducing pollution.
Continuity and Follow-up
I encouraged the learners to launch a project to reduce pollution and raise awareness among their community about its risks.
Lessons Learnt on the Personal and Professional Levels
After applying the FIRST-ADLX Framework in design and facilitation, I came up with the following reflections:
- Giving confidence to the learner is crucial, as they can amaze you with what they can achieve.
- Focusing on the learner as an individual changes their perspective on the subject matter and positively influences their learning and knowledge acquisition.
- Preparation and planning before each session are essential, and time management should be considered throughout the design and facilitation process.
Students’ Comments
Here are some of the comments I heard from the students at the end of the session:
- “Can we replace the previously promised free period with a learning session like this one?”
- “Could you ask the Arabic language teacher to allow us to write articles in Arabic using the same approach we used today?”
- “This is the first time I’ve felt capable of writing an article.”
- “Did the time really end? I didn’t even feel it!”
Meet the Author
Mariam Abu Qais, a graduate in Journalism and Media from the Lebanese International University, is a teacher and English language coordinator at the Mrayjeh International School in Saadiyat, Lebanon.
