About the Facilitator and Learners
Jamoul Mohammed Hamada is a mathematics teacher with eight years of experience, practicing her profession in Hama, Syria.
After experiencing FIRST journeys, Ms. Hamada applied what she learned in a teaching journey with 32 female students, all 12 years old. This group was notable for its diverse personalities among the learners.
Application Story Introduction and Learning Outcomes
Applying the ADLX-FIRSTedu framework, the focus was on adding and subtracting fractions. This learning journey aimed to achieve a set of integrated learning outcomes:
Main Learning Outcomes:
By the end of this journey, each learner will be able to:
- Attitude:
- Enjoy mathematics class.
- Skills:
- Write fractions correctly.
- Express mathematical problems with the appropriate arithmetic operation.
- Find the result of the calculation by following specified steps accurately.
- Knowledge:
- Define fractions.
- Name their parts.
- List the necessary calculation steps to find the result of an arithmetic operation.
Parallel Learning Outcomes:
- Attitude:
- Feel proud of their cultural heritage (Ramadan sweets).
- Believe that their value and standing lie in their good manners.
- Realize the importance of overcoming laziness with determination and perseverance.
- Skills:
- Participate actively in group activities.
- Express their ideas clearly and respectfully of others’ opinions.
- Knowledge:
- Mention the benefits of determination and hard work in achieving various goals.
Performance Outcomes:
- Express fractions by observing objects around them.
Sequence of Activities
Our educational journey on the topic of adding and subtracting fractions was linked to the concept of “the sweetness of character” to reinforce values alongside mathematical skills. I applied FIRST Framework in designing the activities, dividing the journey into several sequential and diverse activities (experience and learning activities) to ensure student engagement and impact.
The Opening Activity: “Ramadan Sweets” and Sharing Favorite Desserts
- We began the journey by discussing the blessed month of Ramadan and the sweet dishes we make or buy. I asked the students about their favorite type of dessert and encouraged each student to share its name. This activity served as a starting point to connect the topic to their real lives and interests.
Learning Activity 1: The “Making Syrup” Challenge and Identifying the Need for Fractions
- Next, we transitioned to discussing sweets that require syrup (Qatr/Sherbet). I posed the question: “If we wanted to make a dessert today and needed syrup, how would we prepare it?” After the students shared their knowledge, I wrote an example on the board: “Perhaps we can mix two cups of water with one and a half cups of sugar.” Here, I raised the core question: “To know the number of cups used for preparation, we need to find the result of the following calculation: 2+1 1/2.” Then I asked the students what kind of number 121 was. Once they answered that it was a fraction, I began to explain the steps for adding this type of number. I guided them to discover the steps themselves, which fostered their sense of exploration and self-learning.
Learning Activity 2: Examples and Generalizing Rules
- I presented them with additional examples, and from each example, we deduced another calculation. We collaborated to find the results after explaining the steps, just as we did in the first exercise. This activity helped to solidify their understanding of fractional arithmetic operations.
Learning Activity 3: Cooperation and Collaboration: The Power of Teamwork
- To enhance cooperation skills, I divided the students into groups. I spoke to them about the importance of collaboration and cooperation in achieving the best results and exchanging experiences, quoting the proverb: “In unity there is strength, in division there is weakness.” Afterward, I wrote the following example on the board: 3 5/2 + 5 10/3=.
Then, I said: “Let’s solve this problem together and apply true collaboration by having each group find the result of the following calculation. We will work and stop as soon as we hear the alarm.” I set the alarm for one and a half minutes, which added an element of challenge and excitement to the activity.
The Concluding Activity: The Sweetness of Character: Connecting Mathematics with Human Values
- At the conclusion of the activities, I spoke about noble manners and virtuous character. I linked our lesson’s topic—adding and subtracting fractions and making delicious sweets—to the idea that “we should be like sweets, sweet and beautiful in our character, our faith, and our kind words that leave a beautiful and deep impression on the hearts of those around us.” This connection aimed to instill ethical values in parallel with mathematical concepts, emphasizing that true beauty lies within.
Applying First-ADLX Framework
During this journey, I made sure to apply the framework through the following practices:
- Focusing on the Learner Behaviors
To achieve this, I built a bridge of communication with each student. I engaged everyone in discussions, allowing them to express their opinions and ask questions, and ensured all students participated in providing answers. For example, I asked them about their favorite types of sweets and which sweets each area is famous for. This encouraged active interaction and participation. The sweets activity, for instance, encouraged students to talk about themselves and express their personal preferences for sweets.
- Interacting within Positive Group Dynamics
To foster positive interaction, I focused on encouragement, support, and reinforcement. I distributed awards and prizes to the most interactive groups, as well as to proactive and participating students. This motivated a spirit of positive competition and effective engagement among them.
- Reviewing Activities within RAR Model
This domain was applied in several activities, most notably in the collaborative third activity where students worked together to complete a mathematical operation. I followed the three stages of the RAR model as follows:
- Readiness Increase: To enhance student readiness, I activated a spirit of collaboration and teamwork. I asked the students to reiterate the steps they would follow to solve the problem. I then set an alarm and explained that as soon as it sounded, everyone should put down their pens. Students who finished before the alarm sat quietly and raised their group’s pen to avoid disturbance during the activity. I distributed colored papers, and each group chose their preferred color before they began working together.
- Activity Facilitation: During this time, I circulated among the groups, providing assistance and support as needed, which ensured the smooth flow of the activity.
- Reviewing Actively: After the time was up, each group placed their paper on the board. I then selected the papers one by one to identify the group responsible for the exercise and commend them. I also checked and evaluated their work, providing necessary clarifications. Afterward, I invited the students to share lessons learned from the activity, asking: “Who can remember something they learned during the activity? Or a mistake they corrected?”
- Sequence of Activities within the Session Flow
To ensure the sequence and flow of the learning session, I followed these practices:
- Using clear Arabic language to connect concepts.
- Providing clear and simple examples to link concepts to their real-life experiences.
- Transitioning between activities and knowledge in an organized, sequential, and planned manner, which ensured a logical flow of information and maintained student attention.
- Transforming Learning into Tangible, Real-World Performance
To transform learning into practical performance, I conducted a hands-on activity in the classroom: making syrup (sherbet). I brought water and sugar, and we prepared the syrup using measurements (cups for water and spoons for sugar) in more than one way. Through this activity, we were able to deduce the appropriate mathematical operation, which connected the abstract concepts of adding and subtracting fractions to a tangible, real-world experience.
Impact of FIRST Framework Implementation
The application of the framework had a positive, deep, sustainable impact, both on me as a facilitator and on the learners.
Impact on the Facilitator
- I felt immense joy while implementing the framework. The knowledge and information touched my heart even before reaching the young hearts of the learners. This deep sense of connection and educational purpose had a significant impact.
- I realized that education isn’t merely information written in a preparation notebook and transferred to the whiteboard. Instead, it’s an impact, a work, and an application that we must explore from every angle to make it a guiding light and a lasting legacy that extends beyond the learning journey itself, not just confined to the learning period.
- This framework played a significant role in improving my performance. It helped me organize and refine my information, placing it in the right context and at the appropriate time, making the teaching process more organized and effective.
Impact on the Learners
- The reactions were overwhelmingly positive and beautiful. Among the loveliest things I heard from the students were: “We didn’t feel like it was a regular class,” “We don’t want to go out for break, we want to continue the lesson,” and “The lesson is beautiful, simple, and the information is wonderful.” These statements reflect their enjoyment and deep engagement in learning.
- The application of the framework’s domains encouraged the learners to initiate and participate actively, and each of them achieved the learning outcomes.
- The tangible impact of applying the framework was evident. For example, I overheard one student telling her friend: “Tonight for dinner, I drank one and a half cups of water and two cups of juice, meaning I drank a total of three and a half cups of liquids.” This demonstrates their ability to connect mathematical concepts to daily life, which is a strong indicator of achieving the performance outcomes.
Impact on the School or Community
So far, I haven’t observed a direct, tangible impact of the framework’s application on the school or the community (parents). However, the positive impact on the learners is the first step towards broader change.
Finally, I’d like to share some photos from the educational journey we undertook.
To everyone who dedicated their time, effort, and worked to complete this journey that has transformed so much within us and organized our knowledge by placing it within a structured and planned framework, thank you!