Introduction
About the Facilitator
Mr. Ammar Mohammad Al-Haraki is a facilitator and teacher from the Syrian Arab Republic, specifically from the city of Daraa. He holds a Bachelor’s Degree in Sharia from the University of Damascus and a Diploma in Educational Qualification from the Faculty of Education at the University of Damascus. He is currently preparing his master’s thesis at the Faculty of Da’wah in Beirut. He teaches Values Education and Islamic Education and is interested in promoting positive behaviors among learners through interactive educational practices that contribute to character development and life skills enhancement.
The Challenge
This learning journey was designed to address the topic of positive and effective dialogue among learners and to strengthen their ability to engage in constructive conversations based on respect and acceptance of others. The challenge centered on helping learners understand the etiquette and purpose of dialogue, distinguish between positive and negative forms of dialogue, and recognize the role of dialogue in building trust and improving society.
Participant Context
This learning journey was implemented with a group of twenty male students from Grade Eight in Syria. The learners participated in a learning session that focused on analyzing images, watching a video, and discussing a series of questions and situations related to dialogue, with the aim of developing a deeper understanding of the concept, etiquette, and outcomes of dialogue.
Learning Design Overview
Why FIRST-ADLX?
The FIRST-ADLX Framework was selected because it places the learner at the center of the learning process, encourages active participation and positive interaction, and promotes deep thinking. It also helps connect knowledge with real-life behavior through a variety of learning activities and questions that invite learners to analyze, infer, and contribute actively.
Learning Outcomes
Attitude Learning Outcomes
- Appreciate the value of positive and effective dialogue that benefits all parties involved in the exchange of ideas.
- Value the importance of positive dialogue and its role in serving society.
- Recognize that a positive communicator gains the trust and respect of others.
Skills Learning Outcomes
- Engage in positive and effective dialogue.
- Apply the etiquette of dialogue in different situations.
- Distinguish between the positive and negative outcomes of dialogue.
Knowledge Learning Outcomes
- Define the etiquette of dialogue.
- Explain the purpose of dialogue and discussion.
Performance Outcomes
- Demonstrate expected behavioral improvement through commitment and activity participation.
- Communicate respectfully and contribute to improving society.
Sequence of Activities
The session began with welcoming the learners, mentioning their names, and praising their attendance and commitment. Two images were then displayed, and learners were invited to describe them, analyze their meanings, and infer the topic of the session. After that, the learning outcomes were introduced, and a series of questions was discussed regarding the meanings represented in the images, the importance of dialogue, the characteristics of successful dialogue, the barriers that hinder it, and its role in improving society.
The learners then explored the purpose of dialogue as a means of reaching the truth regarding an issue. They identified the characteristics of successful dialogue, such as focusing on positive aspects and choosing appropriate words, and they also identified behaviors that destroy dialogue, such as raising one’s voice, withdrawing from discussion, and misinterpretation. The discussion expanded to include the etiquette of online dialogue through social media, emphasizing the importance of carefully selecting words, reviewing messages before sending them, and respecting different opinions.
The learners also explored examples of dialogue from the Holy Qur’an and the Sunnah. They then participated in a learning activity in which a negative dialogue model was presented and subsequently reformulated into a positive one, allowing learners to compare the outcomes of both approaches.
At the end of the session, learners agreed upon a behavioral commitment: “I communicate respectfully; I improve society.” Two projects were also assigned: writing and displaying the agreed-upon etiquette of dialogue in the classroom and preparing examples of both negative and positive dialogue while presenting the resulting outcomes.
A Learning Activity Using the RAR Model
Image Analysis Activity on the Concept of Dialogue
During the Readiness Increase stage, learners were encouraged to participate, and their readiness was appreciated. They were then invited to engage with the topic through the presentation of images related to dialogue. This process helped create curiosity and prepare learners mentally for active participation and exploration of the topic.
During the Activity Facilitation stage, learners analyzed the images, discussed their meanings, and responded to a series of questions related to the purpose, etiquette, and barriers of dialogue. They exchanged ideas regarding the characteristics of successful dialogue and reflected on examples drawn from real life, the Holy Qur’an, and the Sunnah. They also compared negative and positive dialogue examples and examined the impact of each approach.
During the Reviewing Actively stage, learners reflected on the conclusions they had reached regarding effective dialogue. What? They identified the characteristics, barriers, and etiquette of successful dialogue. So what? They realized that positive dialogue contributes to building trust among people and serves as a foundation for improving society and accepting others. Now what? They expressed their commitment through a behavioral decision to engage in respectful dialogue and contribute positively to society.
FIRST Domains in Action
F – Focusing on Learner Behaviors
This domain was activated by welcoming learners, addressing them by name, and acknowledging their attendance and participation. Learners were given opportunities to analyze, infer, and answer questions, which strengthened trust in their abilities and provided space for them to express their ideas and perspectives.
I – Interacting within Positive Group Dynamics
This domain was activated by encouraging learners to share their opinions about the video, analyze the images, and participate in dialogue and discussion with their peers. A balanced approach of pulling and pushing questions was used, allowing learners to contribute actively while maintaining a positive and engaging learning atmosphere.
R – Reviewing Activities within RAR Model
This domain was evident through preparing learners by using different stimuli, facilitating discussion and exploration through questioning, and inviting learners to reflect on the qualities of effective dialogue, its barriers, and its contribution to societal improvement. These practices deepened understanding and connected learning to real-life situations.
S – Sequencing within the Learner eXperience
This domain was reflected in the logical flow of the session. The learning journey moved from observing images and video content to analysis and inference, then to discussion and dialogue, and finally to drawing conclusions about the purpose, etiquette, and value of dialogue. This progression supported learner engagement and helped achieve the intended learning outcomes.
T – Transforming Learning into Performance
This domain was activated through discussion and dialogue about real-life communication practices and by connecting learning concepts to learners’ daily lives. The learning was translated into a behavioral commitment and two practical projects designed to encourage the application of positive dialogue both inside and outside the classroom.
V. Conclusion and Reflection
Impact on the Learners
Learners responded positively to the learning journey, expressing appreciation, gratitude, and a desire to participate in future sessions. Practices related to the Focusing domain enhanced their engagement and participation and encouraged them to express their views more confidently and effectively.
Impact on the Facilitator
Applying the FIRST-ADLX Framework deepened the facilitator’s understanding of the facilitation process and provided a clearer picture of how learning experiences can be structured to achieve intended outcomes. The experience contributed to the development of his facilitation skills and made learning sessions more enjoyable and organized compared to previous practices.
Impact on the School and Community
The impact was reflected in the appreciation and positive feedback received from the school administration, colleagues, and parents. Their expressions of gratitude and recognition highlighted the value of both the topic and the facilitation approach used throughout the learning journey.
In conclusion, may Allah make this work beneficial and accepted. Thanks to all who made this impact happen, and may Allah reward them with goodness.