About the Writer
Asmaa Sobhi Totayo is a Lebanese facilitator with a degree in Business Administration and recently studied Data Analytics. She worked in administration for three years, and in education for another three years, during which she taught Economics and Sociology, and worked in teaching English to first-grade students in the city of Jeddah. For the past fifteen years, she has been a volunteer in the Al-Irshad and Islah Association. Currently, she does not work in a formal teaching position, but offers training courses and regular lessons, mostly engaging with a group aged between 22 and 35 years—mostly Lebanese, committed, educated, and eager to learn and work for the sake of Allah.
About the Session
The session in which the FIRSTedu-ADLX Framework was applied focused on “Some Prophetic Educational Aspects That Need to Be Highlighted.” It was part of a weekly educational circle aimed at deepening understanding of prophetic education. As usual, the session began with a group Qur’an recitation and reflection presented by one of the participants. The session’s topic was sent to the participants beforehand for them to research. During the session, the four core aspects of prophetic education were introduced, and participants received cards with stories from the Prophet’s life to classify into those aspects while working in groups. The session was linked to the previous one about “Major Educational Landmarks in the Life of the Prophet ﷺ.” Participants discussed the stories and shared reflections. A short video was shown to reinforce the idea that the Prophet is present among us through his teachings and message, emphasizing the necessity of following his path in all aspects of life, including education.
Learning Design Overview
The choice of the FIRSTedu-ADLX framework stemmed from its flexibility, ease of application, and ability to enhance active participation and deep thinking—especially in topics requiring emotional engagement and practical application, such as prophetic education. The framework stands out by emphasizing journey sequencing and activity diversity while integrating active review and real-life application.
Learning Outcomes
- Attitude:
- To realize the importance of following the prophetic methodology in education with flexibility in methods.
- To value the diversity in the modern educational methods.
- Skills:
- To connect certain events from the Prophet’s biography to the core educational themes.
- Knowledge:
- To list the four fundamental educational aspects in the life of the Prophet ﷺ.
- Performance Outcomes:
- To contribute to building a society that follows the Prophet’s Sunnah in education.
- To raise a generation of educators who call to Islam through renewed and realistic educational methods.
The journey described consisted of one in-person session that included different learning activities. The activities varied between group work, classification, discussion, visual aids, and active review. They were sequenced from mental readiness, to analysis, then application and summarization in a way that suited the context and participants’ energy levels.
Activities Using the RAR Model
Readiness Increase:
Participants were prepared in advance by being sent the topic and encouraged to research it. At the beginning of the session, the core concepts of the four educational aspects were introduced with illustrative examples from the cards. Qur’anic reflection helped establish an emotionally meaningful atmosphere. Participants were divided into groups, given the cards, and clear instructions were provided.
Activity Facilitation:
Learners classified the cards according to the four educational aspects. The facilitator managed time, moved between groups, and offered guidance when needed.
Reviewing Actively:
Participants were invited to reflect on the importance of classification and connect it to previously introduced concepts. A concept-linking activity using the first letters of participants’ names was conducted as a follow-up linking and summarizing activity.
Applying the FIRSTedu-ADLX Framework Domains
F – Focusing on the Learner:
Individualization was activated by addressing participants by name and assigning personal tasks such as preparing topics or writing on the board. All were given opportunities to participate in group work. Probing and assessing occurred through concept rephrasing during review and observation during activities. Trust in learners was evident through assigning roles like Qur’an reflection or posting cards.
I – Interacting within Positive Group Dynamics:
The social event principle was realized through collaborative group work. A positive spirit prevailed thanks to diverse methods (e.g., video, board work), and the already-existing friendly atmosphere. Motivation and attention were sustained through interactive activities and visual and auditory resources.
R – Reviewing Activities Using RAR:
The model was implemented through emotional, mental, and physical readiness, facilitation via guidance during the activity, and active reviewing through reflective questions.
S – Sequencing and Flow:
Concepts were broken down into clear parts, and there was a logical, step-by-step flow between the four aspects. Repetition without boredom was achieved through creative review activities. Linking and summarizing were facilitated through writing main concepts on the board and displaying related images.
T – Transforming Learning into Performance:
Reflection on reality was realized through discussions on applying the prophetic method in daily life. Application occurred by linking each example to its relevant aspect. As the session is part of a recurring weekly circle, continuity and follow-up are ensured through regular experience sharing.
Impact of the Experience
On Participants:
Learners said the session was enjoyable and engaging. They appreciated the diversity of methods and activities and confirmed that classifying and understanding the hadiths helped anchor the concepts. One participant said the activity kept them engaged despite being tired, preventing distraction or boredom. Others noted that some ideas became clearer during the activity and praised the group work and positive energy.
On the Facilitator:
Ms. Asmaa affirmed that the framework made it easier for her to convey the four concepts and use diverse tools. She noted that method variety broadened learners’ horizons, and the collective enthusiasm helped deepen understanding. The framework also added comfort and enjoyment to the learning process—unlike previous practices.
On the Community:
Since the session is part of an ongoing weekly circle, its impact gradually reaches the learners’ environments and families through real-life application.
Conclusion
Ms. Asmaa expresses her thanks to the SeGa team for their support and follow-up, and she shares some pictures from the journey…