About the Facilitator
My name is Hiba Shehab, from Lebanon. I work in the field of social work, specifically in child protection. I have experience in designing and implementing awareness and training sessions for girls, particularly within the scouting environment. I delivered this learning journey to scout patrol leaders (“areefat”) aged 16 to 18 in Beirut. I was introduced to FIRST Framework during my participation in the facilitator preparation program, which greatly influenced my approach to design and facilitation.
The Challenge or Problem
The patrol leaders involved in this course were struggling with low enthusiasm regarding the responsibilities assigned to them in their division. They held negative feelings towards their roles and felt incapable of offering anything of value. Additionally, some showed emotional reactions and oppositional attitudes, which negatively impacted engagement and participation in the learning activities.
Participant Context
The journey took place within a voluntary scouting organization working with girls in Beirut. The participants were patrol leaders responsible for teams of children aged 5 to 9. Their backgrounds varied between Islamic and non-Islamic schools, creating a diverse set of educational and value-based references. The group was small (10 participants), allowing for deep interaction, though varying levels of engagement and expression were observed. No digital technology was used; instead, hands-on materials and interactive paper-based tools were employed.
- 🛠 Learning Design Overview
Why FIRST Framework?
I chose the FIRST Framework because I was seeking a method to rebuild the patrol leaders’ motivation and confidence through an interactive journey that reconnects them with themselves and their leadership roles. What distinguishes this framework is its balanced focus on affective, skill-based, and knowledge-based dimensions, building an Active Deep Learner eXperience that leaves a lasting and sustainable impact beyond rote learning and memorization.
Learning Outcomes
Starting with the learning outcomes, I designed a set of learning outcomes for the learning journey, and by the end of the journey, each patrol leader was able to:
- Attitude:
- Feel the importance of intelligence diversity when explaining lessons to team members.
- Appreciate her leadership role in meeting the comprehensive and motivating needs of her patrol.
- Skills:
- Design an interactive lesson for her patrol using diverse activities that cater to different intelligences.
- Create a learning chart that addresses the abilities and barriers for each intelligence type.
- Knowledge:
- Identify types of multiple intelligences and their applications in scouting guidance.
- Show understanding of the principles of Multiple Intelligences Theory from educational and scientific perspectives.
- Parallel Outcomes:
- Discover her dominant intelligences and relate them to her daily life.
Learning Journey Summary
The journey consisted of a single, in-person, synchronous session lasting approximately two and a half hours. It included readiness activities, individual and group learning tasks, a follow-up assignment, and a motivational closure activity. The activities followed a logical sequence from personal experience to theoretical understanding, practical application, and professional real-life transfer. A mix of individual work, small group collaboration, and full-group interaction ensured balanced energy, diversity, and engagement.
Journey Activities Using RAR Model
Activity 1: Defining Intelligence with Candy Groups
- Readiness Increase: Participants were invited to form a circle and were given colored candies randomly. They grouped based on the candy colors. The activity’s aim was to collaboratively define “intelligence” based on initial perceptions.
- Activity Facilitation: Each group discussed and wrote a brief definition, which was posted on a brainstorming cloud. I facilitated thinking without giving predefined definitions.
- Reviewing Actively: Participants reflected on the variety of meanings and how intelligence is a personal experience. They appreciated the diversity of thought in their patrols.
Activity 2: Multiple Intelligences Test and Self-Connection
- Readiness Increase: After a brief intro, participants were prepared to explore their own intelligences through a simple, non-evaluative test.
- Activity Facilitation: Each completed the test independently and shared discoveries voluntarily. For example, one leader with bodily-kinesthetic intelligence linked it to her marathon experiences.
- Reviewing Actively: Reflected on how their dominant intelligences could guide future activities. They saw the value in tailoring activities based on individual strengths.
Activity 3: Intelligence Analysis and Lesson Planning
- Readiness Increase: Participants were prepared for analysis and planning using assigned sets of intelligences.
- Activity Facilitation: In groups, they filled out a table analyzing strengths, barriers, suitable activities, and supportive materials for each intelligence.
- Reviewing Actively: Reflected on how this planning approach helped them better understand differences and prepare more inclusive and motivating lessons.
FIRST Domains in Action
F – Focusing on Learner Behaviors
This was applied by honoring individual differences, allowing self-discovery, and supporting learners without judgment. Group presentations were received without correction, reinforcing confidence and autonomy.
I – Interacting within Positive Group Dynamics
From the pre-opener activity “Why do you come to scouting?” to playful closure treats, I fostered a warm, encouraging space. Emotional safety and internal motivation were intentionally built throughout.
R – Reviewing Activities Within RAR
Each activity followed the RAR model, with thoughtful readiness, supported facilitation, and rich reflection linking experience to meaning and future application.
S – Sequencing Activities Within the Session Flow
The journey flowed from personal stories to conceptual understanding, practical skills, and real-life relevance. Transitions were smooth and concepts were reinforced without repetition fatigue.
T – Transforming Learning into Performance
Through self-assessment, lesson planning, and links to real-life applications, participants prepared to transfer learning to their actual scout duties. Commitments to submit their plans reflect lasting transformation.
Conclusion and Reflection
Impact on Participants
Participants showed growing engagement and joy, discovered their unique intelligences, and felt empowered. Their questions and initiatives during and after the session reflected meaningful involvement and readiness to apply what they learned.
Impact on the Facilitator
Using FIRST helped me plan with depth and confidence. Though the preparation took more time, the session ran smoothly and I felt at ease. I realized my role is to enable—not dominate—the learning journey.
Impact on the Community
While the broader impact is yet to be seen, participants’ commitment to applying and submitting their lesson plans suggests the transformation is underway and will influence their scouting circles soon.