Introduction
About the Facilitator
Bandar Aref Hussein is a graduate of the University College of Da’wah in Beirut. She has been teaching Islamic Education for the past two years. Originally from Syria, she has been residing in Lebanon for the past thirteen years and currently teaches in Beirut.
She teaches children between the ages of 6 and 10 years old. Each class consists of 20 learners, and she currently teaches five classes.
The Challenge
The learning journey, “My Prayer is My Life,” was designed to teach prayer to children in a way that goes beyond memorizing information by enabling them to experience its meaning in their daily lives. The journey was delivered in three stages over approximately one month, during which I sought to apply what I had learned throughout the FIRSTis-ADLX Learning Journey.
Learning Design Overview
The learning design considered the learners’ developmental stage and educational needs throughout the journey.
Why FIRSTis-ADLX?
The FIRSTis-ADLX Framework was selected because it places the learner at the center of the Learner eXperience, connects knowledge with practice, promotes positive interaction, encourages meaningful reflection, and transforms learning into real-life performance.
Learning Outcomes
By the end of this learning journey, learners will be able to:
Attitude Learning Outcomes
- Appreciate the pillars of prayer.
Skills Learning Outcomes
- Perform the prayer correctly.
Knowledge Learning Outcomes
- Identify the movements and correct positions of prayer.
- Memorize the pillars of prayer and the conditions for its validity.
- Identify the number of Rak’ahs for each obligatory prayer.
Parallel Learning Outcomes
Attitude
- Appreciate the importance of discipline and time management.
Skills
- Develop technology skills by using different digital applications during the learning journey (producing short video clips demonstrating the prayer positions).
Knowledge
- Identify healthy daily habits through classroom displays highlighting the importance of time management, sleeping early, and waking up early.
Performance Outcomes
- Perform prayers on time and strive to perform them in the mosque.
- Teach family members or younger children how to pray.
Learning Journey Overview
The learning journey was implemented over three stages during approximately one month.
The facilitator began by inviting learners to mention the name of a person they usually turn to whenever they need help. She then elicited their prior knowledge about prayer by asking what they knew about the daily obligatory prayers, the pillars of prayer, its Sunnahs, and the conditions for its validity.
Next, learners were asked to mention a word and its opposite. They were then asked about the opposite of the word believer, after which the facilitator reminded them of the saying of the Prophet Muhammad (peace be upon him):
“The covenant between us and them is prayer; whoever abandons it has disbelieved.”
The learners were then divided into two groups, and one Imam was selected from each group. Everyone prepared to perform the prayer.
Afterward, several healthy and unhealthy behaviors were presented, and learners were invited to distinguish between them.
At the end of the session, each learner expressed his or her feelings after performing the prayer and reciting selected supplications. They were then invited to share these reflections through the class WhatsApp group.
Learning Activity Using the RAR Model
Prayer Learning Activity
Readiness Increase
The facilitator began by asking learners to mention the name of someone they usually seek whenever they need help. After listening to their responses, she connected their answers to the idea that a Muslim always turns to Allah in every aspect of life, and that prayer is one of the greatest means of strengthening this relationship.
Activity Facilitation
The facilitator then elicited learners’ prior knowledge about prayer, corrected misconceptions, and presented a series of images illustrating the correct prayer positions while encouraging continuous learner participation throughout the activity.
Reviewing Actively
Following the activity, the facilitator invited learners to reflect on what they had learned by correcting misconceptions through constructive feedback. Learners then reflected on the importance of prayer in their daily lives and discussed how they intended to apply what they had learned beyond the classroom.
Applying the FIRSTis-ADLX Framework
F – Focusing on Learner Behaviors
The facilitator activated this domain by eliciting learners’ prior knowledge about prayer, allowing them to express their own opinions freely, providing each learner with a personal notebook, calling them by their names, promoting peer feedback, and using their individual talents throughout the learning journey.
I – Interacting within Positive Group Dynamics
Positive interaction was promoted by organizing learners into collaborative groups, encouraging and motivating them throughout the session, and facilitating meaningful discussions during the activities. Positive and constructive feedback was shared as well.
R – Reviewing Activities within RAR
The RAR Model was implemented to design and facilitate different activities as elaborated in the Prayer Learning Activity.
S – Sequencing within Learner eXperience
The learning journey followed a logical progression, beginning with activating learners’ prior knowledge, followed by discussions about prayer, its pillars, and conditions. Learners then completed the word-opposite activity, were divided into two groups, selected an Imam for each group, prepared to perform the prayer, distinguished between healthy and unhealthy behaviors, reflected on their feelings after prayer, and finally shared their reflections through the WhatsApp group.
T – Transforming Learning into Performance
To extend learning beyond the classroom, the facilitator distributed individual prayer schedule cards and established a WhatsApp group to monitor learners’ progress and encourage them to consistently perform their prayers on time.
Conclusion and Reflection
Impact on the Facilitator
Applying the FIRSTis-ADLX Framework made teaching more enjoyable and created a deeper and more sustainable impact.
This experience reinforced my belief that teaching is both an art and a creative process, and that placing the learner at the center of the learning journey is the key factor for meaningful learning.
Compared to my previous teaching practices, FIRSTis-ADLX added beauty and richness to the learning process, strengthened my relationship with my learners, increased their love for Islamic Education, made teaching smoother and more enjoyable, increased my self-confidence, and positively influenced both my personality and my learners.
Impact on the Learners
Learners described the journey as enjoyable, inspiring, and engaging. The experience helped build confident, interactive, and optimistic personalities while continuously motivating them to participate creatively.
Compared with many previous Learner eXperiences, this FIRSTis-ADLX journey focused directly on practical solutions rather than merely describing learners’ challenges.
The greatest impact was the emphasis on the learner as the central focus of the learning journey, supporting the holistic development of balanced, productive individuals capable of contributing positively to society.
Impact on the School and Community
A noticeable impact was observed within the school community. Whenever I entered the classroom, learners welcomed me enthusiastically and greeted me with smiling faces.
During the most recent parents’ meeting, several parents shared that they no longer found it difficult to help their children study Islamic Education or memorize Qur’anic chapters because their children had already acquired the learning successfully during the classroom Learner eXperience.