About the Writer
Ms. Hala Othman Saeed El-Sheikh is a Qur’an teacher from Egypt, specifically from the Monufia Governorate. She holds a bachelor’s degree in Islamic and Arabic Studies from Al-Azhar University, and she facilitates Qur’an memorization sessions for various age groups (6–8, 12–15, and 16–18 years). She experienced the FIRSTedu-ADLX framework through one of SeGa’s learning journeys.
The most prominent challenge she faced in her sessions was the lack of real impact on students’ performance or engagement despite the efforts made. However, when she began applying the FIRSTedu-ADLX framework—according to Ms. Hala—she noticed a significant difference in the level of interaction and impact.
Overview of the Design
The writer chose the FIRSTedu-ADLX framework because it offered a comprehensive vision of the learner experience, linking personal behaviors with professional practices, and opening new doors for active interaction with learners. What makes this framework unique is its practical, applicable nature; it is easy to implement and improve without complexity.
Learning Outcomes:
- Attitude Outcomes:
- To feel the value of the Holy Qur’an;
- To love attending the sessions and feel a sense of belonging to them.
- Skills Outcomes:
- To actively participate in memorization and revision;
- To engage with their peers in group work;
- To apply the lessons learned from Quran.
- Knowledge Outcomes:
- To understand the meanings of the verses and reflect on their significance;
- To extract lessons learned from the Quarn.
Learning Journey Summary
The number of learners reached 80, divided into several sessions, each comprising about 20 learners. The sessions were synchronous and in-person. She used learning activities such as “Think–Pair–Share,” paired group work, and team competition. She also applied the RAR model in the learning activities, along with real-life connection techniques. The activities were gradually arranged based on energy levels and needs, alternating between group and individual work to maintain rhythm and ensure effective engagement.
Learning Activities Using the RAR Model
In the Readiness Increase phase, Ms. Hala prepared the learners emotionally and mentally by fostering a positive spirit, encouraging them with affirming words, and maintaining continuous communication with parents before the sessions. The invitation was warm and motivating, which helped create a positive atmosphere ahead of any activity. She also divided learners into groups and provided them with clear instructions.
During the Activity Facilitation phase, she followed up with learners and encouraged them to participate in recitation, tajweed, and memorization. She focused on each individual within the group and reinforced a spirit of positive challenge and enjoyment.
As for the Reviewing Actively phase, she engaged learners in revisiting the verses, using open-ended questions and discussions, extracting benefits, and turning one benefit into a life mission that the learner was to implement and share later. This created space for reflection and linked learning to real-life application.
Applying the Five Domains
F – Focusing on the Learner:
Ms. Hala cared deeply about learners’ emotions and used positive language in interactions. She gave every learner a chance to express themselves and participate. She ensured learning outcomes were achieved through regular review of what was memorized and understood, correcting mistakes gently. She trusted the learners’ ability to learn collaboratively and encouraged them to make learning decisions and take responsibility for their missions.
I – Interacting within Positive Group Dynamics:
Social interaction was strongly present, through teamwork and cooperative groups. The sessions were filled with a joyful spirit and continuous reinforcement of positive energy. The facilitator maintained motivation through verbal encouragement and fun techniques.
R – Reviewing Activities within RAR Model:
The RAR model was used consistently, with each activity having a carefully designed readiness increase phase, an activity facilitation phase that respected interaction and diversity, and a reviewing actively phase that deepened learning and linked it to the learners’ lives.
S – Sequencing within the Learner eXperience:
The journey followed a logical sequence from easy to more difficult content, with varied activities and groupings suited to participants’ ages. Ms. Hala repeated key concepts in several creative ways without causing boredom and used linking questions and summary missions to enhance understanding.
T – Transforming Learning into Performance:
She excelled in linking learning to reality, inviting learners to apply the verses in their daily lives and setting aside time to track the impact of this application in the next session. This type of real-life connection helped instill the values of the Qur’an in their behavior.
Conclusion and Reflection
The application of the FIRSTedu-ADLX framework had a clear impact on the learners—they became more enthusiastic and attached to the sessions, developed a deeper love for the Qur’an, and their levels improved significantly. The teacher also noticed that communication became deeper and more effective—not only with the learners but also with their parents.
Professionally, the writer felt she had become more flexible and confident in using activities and more aware of the importance of linking learning to real life. She affirmed that she would maintain and develop these practices in future journeys due to the deep personal and behavioral impact she observed.
Thus, the Qur’an sessions transformed from passive sessions into Active Deep Learner eXperiences. The performance evolved from mere memorization to enjoyable application, with the FIRSTedu-ADLX framework as the key to this deep impact.