About the Facilitator
Mr. Shadi Zaza is from Lebanon. He holds a degree in Informatics and a bachelor’s in Islamic Studies. He is an active contributor to religious education initiatives for youth and currently serves as the Director of Religious Courses at Al-Majidiya Mosque in central Beirut. He teaches Qur’an with a focus on memorization and Tajweed (recitation rules). After participating in one of the FIRST Journeys, Mr. Zaza experienced the FIRSTedu-ADLX framework firsthand, which inspired him to redesign his educational practice.
The Challenge
The challenge emerged from low engagement among students in the summer Qur’an memorization course—boys aged 13 to 15—due to their varying reading skills and the traditional, passive method of instruction that often lacked interaction and vitality. This negatively impacted their motivation and consistency in attending and engaging with the memorization sessions.
About the Learners
This journey took place at Al-Shuhada Mosque in Beirut, within a summer course that included 25 male students aged between 13 and 15. The students had varying levels in Qur’an reading and Tajweed skills. They used printed copies of the Qur’an, with limited access to digital technology.
Methodology of Implementation: Why FIRSTedu-ADLX?
Because I wanted to create an Active Deep Learner eXperience that honors individual differences, transitions learners from routine to reflection and interaction, and connects memorization with deeper contemplation of meaning.
Journey Description and Learning Outcomes
The learning journey took place in a single session and included an opener, group discussions, collaborative activities, and informal assessments. Interactive activities were used, such as circle seating, random questioning, and collective inquiry. The design prioritized Attitude outcomes and followed this structure:
- Attitude: Learners will reflect on the meanings of the Surah and engage emotionally with its message.
- Skills: Learners will be able to recite the Surah accurately and fluently.
- Knowledge: Learners will memorize the full Surah.
- Performance Outcome: Learners will develop the habit of consistent Qur’an memorization and recitation.
Activity Sequence
Experience Activity 1: Opener – Readiness and Introductions
- Readiness Increase: The facilitator welcomed the students warmly, introduced himself in a simple manner, and attempted to break the fear barrier while creating a friendly atmosphere. The students sat in a circle as the facilitator explained the goal of the session (Surah An-Naba’) and its purpose.
- Activity Facilitation: Each student introduced himself and shared past experiences with Qur’an memorization, which built a sense of comfort and belonging.
Learning Activity 1: Explanation of the Surah (Balancing between “push”and “pull”)
- Readiness Increase: The facilitator invited learners to bring and distribute Qur’ans, helping them get physically and mentally prepared.
- Activity Facilitation: The facilitator balanced between pushing and pulling information, emotions, ideas, thoughts, etc.. by posing questions on vocabulary and meanings and encouraging students to predict meanings and answer.
- Reviewing Actively: Learners were invited to re-explain parts of the Surah and connect meanings to context. The facilitator highlighted how memorization must go hand-in-hand with understanding and implementation in real life.
Learning Activity 2: Group Reading and Collaborative Learning
- Readiness Increase: Following the interpretation activity, students were invited to recite two verses aloud to assess their level, then divided into groups led by strong readers to continue collaborative reading.
- Activity Facilitation: In their groups, students read and supported each other. Some were shy, but the positive atmosphere and facilitator’s encouragement helped them engage.
- Reviewing Actively: At the end of the activity, students shared how they felt about their group work and recognized improvement in their confidence and performance. The facilitator guided them to reflect on their next learning steps.
Linking & Summarizing Activity: Clockwise Review + Exit Ticket
- Readiness Increase: The facilitator invited students to pay attention and explained that questions would be asked in clockwise order. A circle was formed.
- Activity Facilitation: Students were invited to recite verses and explain their meanings. They responded enthusiastically, showcasing deep understanding and improved communication confidence.
FIRSTedu-ADLX Domains in Action
The journey activated all five domains of FIRSTedu-ADLX Framework as follows:
- Focusing on Learner Behaviors
- The facilitator personalized interaction by calling students by name and listening carefully to their answers.
- He assessed understanding through verbal questions.
- He showed trust by assigning leadership roles, such as distributing Qur’ans and leading groups.
- Interacting within Positive Group Dynamics
- The circle format and warm tone turned the session into a social, friendly event.
- Positive language and constant encouragement supported shy students.
- He varied the energy by shifting roles, pacing, and question flow.
- Reviewing Activities within RAR Model
- Each activity started with clear mental and physical readiness.
- The facilitator sustained engagement with the push-and-pull strategy and used clock-based review.
- Learners reflected through exit tickets and discussed how they could apply what they learned.
- Sequencing within Learner eXperience
- The session flowed logically from opener to interpretation to group work to review.
- The facilitator alternated between group and individual work, and between cognitive and physical effort.
- Transitions were smooth and time was well managed.
- Transforming Learning into Real Performance
- Students were tasked with memorizing the Surah for the next session.
- Meanings were tied to their lives to inspire contemplation and relevance.
- The emphasis was on continuous application, not just one-time learning.
Impact of the Implementation
On Learners
Students expressed enjoyment and felt the change from routine memorization. Their engagement increased, and some became excited to complete the entire Surah. One student said:
“It’s the first time I actually like learning a Surah—I felt I understood it before even memorizing it!”
On the Facilitator
The facilitator shared:
- “Facilitation is not just about delivering content, but about creating a lived learning journey (An Active Deep Learner eXperience). I now use more varied activities and build emotional connections with each student.”
- “FIRSTedu-ADLX made the delivery smoother, clearer, and more goal-driven.”
- “Previously, I relied mostly on ‘push’ strategies and traditional methods. After applying the framework, I discovered new meanings and techniques that added depth and direction.”
- “In the future, I’ll design more linking and summarizing activities and refine active reviewing methods.”
He concluded:
“This was a joyful, impactful journey for both me and my learners. It revealed things I didn’t know, clarified things I saw but didn’t understand, and transformed my teaching approach. I’m deeply grateful to all who built and supported this framework. May Allah bless your efforts.”