- Introduction
Ms. Fadia Abdul Karim Al-Hawari is a mathematics teacher from Syria who graduated in 2008 and currently teaches in Idlib. She is known for her expertise in working with young children and her commitment to experiential, hands-on learning. Her learners are seven-year-old children who show strong motivation for learning but need support in building self-confidence and fostering a spirit of exploration. In this case, she worked with 24 children. Ms. Fadia encountered FIRSTedu-ADLX Framework during her professional journey through the “Entry Journey” and the “Introductory Journey” and sought to apply it in her math lessons.
Ms. Fadia’s learners struggled to grasp the concept of addition in a meaningful and enjoyable way. The challenge was to create a real-life, engaging eXperience that would deepen their understanding of addition while boosting their self-confidence and encouraging collaboration.
- eXperience Design
Ms. Fadia chose FIRSTedu-ADLX Framework because of its effectiveness in offering a rich, participatory, and values-based Learner eXperience. It links concepts to reality, integrates play, and allows children to learn through active discovery and interaction.
Learning Outcomes
Attitude:
- To feel the importance of teamwork
- To experience a sense of achievement when succeeding in addition
Skills:
- To perform the addition process correctly
- To use tangible tools to solve addition problems
- To analyze addition problems to reach accurate answers
Knowledge:
- To identify the addition symbol (+)
- To state that addition is combining quantities to get a total
Parallel Outcomes:
- To develop social skills
Performance Outcomes:
- To apply addition in real-life situations
- To recognize the importance of precision in number sentences
III. Session Design and Activity Sequence
The learning journey consisted of a single in-person session in which the addition lesson was presented through a story and a sequence of interconnected activities. These included educational games and real-world applications. The activities varied in type—experience activities (opener, closure, and linking & summarizing) and learning activities—ensuring that each learning outcome was meaningfully addressed. In this story, I will share only two learning activities.
Learning Activity 1: The Addition Story
All three stages of the RAR model were respected in this central learning activity, as well as across the remaining activities.
Readiness Increase:
Children were invited to listen to a captivating story that began with the sentence, “On a beautiful morning, Ahmed, Noha, and Khaled went to the park…” They were encouraged to imagine the events and express their feelings about the story to build emotional connection with its characters.
Activity Facilitation:
During the activity, children participated by counting apples and writing addition sentences on the board. They used tangible materials to calculate totals and collaborated by performing the calculations out loud.
Reviewing Actively:
At the story’s conclusion, the children were asked to reflect on what they learned and when they might use addition in real life—like counting toys or shopping items. They also discussed the value of collaboration and accuracy in solving math problems.
Learning Activity 2: The Mini-Market
This activity was also facilitated using the RAR model.
Readiness Increase:
Children were invited to imagine themselves in a market, with simple products and play money introduced to simulate a real buying experience.
Activity Facilitation:
They played the roles of vendors and customers, adding up product prices to calculate total bills.
Reviewing Actively:
Learners shared what they had learned and how they felt while adding prices, reflecting on real-world contexts where they could use this skill.
- FIRSTedu-ADLX Framework Domains in Action
F – Focusing on Learner Behaviors
The facilitator assigned clear roles to each child, ensuring every learner had a chance to participate and express themselves. Ms. Fadia observed their engagement closely and provided encouraging feedback, helping build their self-confidence. These structured roles within small groups also fostered a sense of responsibility.
I – Interacting within Positive Group Dynamics
Group games were used effectively, and learners were divided into small teams that created a fun and collaborative atmosphere. Children assumed different roles which deepened their involvement, and positive reinforcement was consistently offered through words and gestures.
R – Reviewing Activities within RAR Model
The RAR model was applied systematically. Instructions were clearly explained, learners were supported throughout, and each activity ended with reflective questions that connected the concepts to everyday life. Ms. Fadia used tangible tools and guided questions to spark deeper thinking.
S – Sequencing within the Learner eXperience
Ms. Fadia ensured a variety of activities—kinesthetic, practical, and story-based—were smoothly sequenced. Each idea was connected to the next, and active reviewing ensured that every outcome was addressed. The activities progressed logically from storytelling to real-world application without causing boredom.
T – Transforming Learning into Real Performance
The final market activity translated the concept of addition into a realistic setting. The children used their learning in a simple real-life simulation. This impact extended beyond the session: a mini-market was later set up in the schoolyard involving students from other classes, allowing for broader application of mathematical concepts.
- Conclusion
Impact on Participants
Children described the journey as full of fun and games. Some remarked, “We didn’t feel the time pass,” and “The games helped us with addition.” They showed a deeper understanding of the concept and could apply it in real-life situations. Their engagement and self-confidence increased noticeably.
Impact on the Facilitator
Ms. Fadia realized that teaching is not merely about delivering information—it is a responsibility toward nurturing the learner’s personality. The FIRSTedu-ADLX framework helped her improve her practice and appreciate the power of integrating all five domains to achieve deep learning.
Impact on the School and Community
The experience extended beyond the classroom. A small marketplace was created in the schoolyard where students from other levels participated. This reinforced the integration of math concepts with real-life experiences.
In conclusion, Ms. Fadia extends her gratitude to all who contributed to the success of this journey. It enriched her knowledge, helped her structure her teaching more effectively, and opened new paths for active and deep learning.