About the Author
Israa Ahmed Bilahmar is a Yemeni educator currently residing in Saudi Arabia. She holds a bachelor’s degree in Islamic Studies from Imam Muhammad bin Saud Islamic University and specializes in developing children’s curricula. Ms. Bilahmar is the founder of “The World of the Children’s Seed,” an innovative initiative dedicated to cultivating a love for the Quran and the Prophet Muhammad (peace be upon him) in children’s hearts. Through engaging and comprehensive series like “Quran is My Approach: Nahji” and “The Sunnah is My Path,” this initiative caters to children aged 4 to 12. It offers a variety of creative educational activities, tools, and specially designed workbooks to foster a deep understanding of the Quran and Sunnah.
Introduction
Following my experience with the FIRST-ADLX Framework, I designed and facilitated a learning session centered around “Surat Al-Fatiha” for 15 female learners aged 4 to 10. I began by carefully crafting learning outcomes, prioritizing the attitude learning outcomes.
Learning Outcomes
Main Learning Outcomes: By the end of this learning journey, learners will be able to:
- Attitude Outcomes:
- Feel that Surah Al-Fatiha is a source of healing and a cure.
- Skill Outcomes:
- Apply the concept of seeking help from Allah (Isti’ana) and understand the meanings of the verses.
- Knowledge Outcomes:
- Define Isti’ana and explain the meanings of the verses.
- List the Names of Allah (Al-Asma al-Husna) mentioned in the Surah and describe how to apply them in daily life.
Parallel Learning Outcomes
- Attitude Outcomes:
- Feel grateful for Allah’s blessings and provisions.
- Knowledge Outcomes:
- List some of Allah’s blessings.
- Explains how certain blessings reach us (e.g., how we get bread).
Performance Outcomes:
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- Apply the meanings of the verses in daily life (e.g., expressing gratitude, seeking help, worshipping, supplicating for guidance).
The Implementation Story
The session began by highlighting Surah Al-Fatiha and exploring what the learners already knew about it. We then read the Surah together and emphasized its healing properties, mentioning its use in Ruqyah (Islamic healing). Subsequently, we delved into the meanings of the verses, focusing on key words such as “Al-Hamd” (praise), “Na’bud” (worship), “Nasta’in” (seek help), and “Ihdina al-Siratal-Mustaqim” (guide us to the straight path). Following this, I specifically focused on the word “Ana’mta” (blessed us) and encouraged the learners to reflect upon and list the blessings Allah has bestowed upon them.
I then emphasized that Allah provides everything we need, based on what’s best for us. This understanding should motivate us to be grateful for His countless blessings, such as the daily bread we consume. To deepen their reflection, I shared the image below and applied the ‘balance between push and pull’ concept. We explored how Allah’s blessings are evident in every aspect of our lives, from the cultivation of crops to the final loaf of bread. Through “Reviewing Actively”, we concluded that without Allah’s continuous support and guidance, none of these blessings would reach us. I reinforced the importance of gratitude, worship, and reliance on Allah for all that we have.
Areas of Improvement
The session incorporated an opener and two mini-presentations (explaining the verses and discussing the image). To enhance the learning experience, a linking and summarizing activity, as well as a concluding activity, would have been beneficial. Such experience activities facilitate a smooth session flow and help learners acquire and connect the learning outcomes. Due to time constraints, however, I was unable to include these activities. In future sessions, I will ensure the integration of experience activities, including energizers, to foster an Active Deep Learner eXperience.
Applying the Domains of FIRST-ADLX
I put effort into implementing all five domains of FIRST-ADLX Framework throughout the learning session.
1- Focusing on the Learner Behaviors:
- I attentively listened to each learner’s contributions, ensuring that every voice was heard and valued.
- I addressed learners by their names, fostering a sense of individual recognition and respect.
- I provided diverse opportunities for learners to share their ideas and actively built upon their contributions.
- I consistently acknowledged and appreciated learner participation and insights.
2- Interacting within Positive Group Dynamics
- I fostered a respectful environment by valuing all viewpoints and inviting peers to exchange positive feedback.
- I maintained a friendly and welcoming behavior, including smiles.
- While formal group work was not included, I emphasized a sense of shared learning and encouraged a collaborative spirit among the learners.
3- Reviewing Activities within RAR Model
- I implemented the RAR model throughout all learning activities. During the “Readiness Increase” stage, I prepared learners mentally, physically, and psychologically for each activity. This included providing clear instructions, explaining the steps involved, and using engaging voice tones to raise energy levels and increase enthusiasm.
- During the “Activity Facilitation” stage, I maintained a balance between “pushing” and “pulling”. I actively probed, assessed, monitored, and encouraged learners throughout the activity.
- During the “Reviewing Actively” stage, I invited learners to reflect on their experiences. They shared what they did during the activity, what they learned, and how they would apply these learnings to their own lives.
- For example, after discussing the meaning of “Isti’ana” (seeking help from Allah) and sharing examples (like asking for help with homework), the learners concluded that while seeking help from others is appropriate in certain situations, many needs can only be addressed through supplication to Allah. They recognized that even when people assist us, it is ultimately Allah who grants us their aid, making it another form of His blessing.
4- Sequencing within the Session Flow
The implementation of this domain posed the greatest challenge. As previously mentioned, the session primarily consisted of an opening activity and two learning activities. Experience activities, such as linking and summarizing activities, energizers, and a closing activity, were not included. To improve the sequencing of future sessions, I will:
- Incorporate a variety of learning and experience activities to maintain learner engagement and prevent monotony.
- Adjust the pace and intensity of activities to maintain an optimal energy level throughout the session.
5- Transforming Learning into Performance
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- I encouraged learners to identify real-life examples of thanking Allah, such as expressing gratitude for the food they eat.
- I guided learners to recognize instances of “Isti’ana” in their daily lives.
- I emphasized the significance of seeking guidance from Allah and highlighted the profound impact of taking a righteous path on both worldly and hereafter success.
Impact of Applying the FIRST-ADLX Framework
On the Facilitator:
Applying FIRST-ADLX has significantly transformed my performance as a curriculum designer and facilitator. It has helped me organize my thoughts and improve my ability to prepare for sessions in a structured and clear manner. As a result, student enthusiasm and engagement have increased due to the clear vision of the session’s flow and the logical sequence of ideas. This is a stark contrast to the random approach I used to employ before discovering FIRST-ADLX.
On the Learners:
The application of FIRST-ADLX has positively impacted the learners’ eXperience. They have become more engaged and enthusiastic about the topics discussed. This has led to a deeper understanding of Surat Al-Fatiha and its practical application in their daily lives. The clarity of their thoughts when reviewing the material demonstrates the effectiveness of this framework in creating Active Deep Learner eXperiences.
On the School and Community:
The impact of applying FIRST-ADLX extends to the family and the community. Parents have noticed a deeper understanding of Surat Al-Fatiha among their children. This is evident in their practical application of what they have learned, such as a young girl reciting Surat Al-Fatiha for her sick mother. This demonstrates the deep impact this framework has had on their hearts and behaviors.
In Conclusion:
I would like to express my sincere gratitude for your work and efforts. May Allah reward you abundantly for your contributions and accept this work from us.