Introduction to the Case Study
About the Facilitators and the Learning Context
Two facilitators facilitated this learning trip (session):
– Juhayna Hammoud: Lebanese; holds a teaching degree in Life Sciences; has served as a supervisor for the second and third educational cycles for more than ten years; has ten years of experience teaching mathematics to students in the second and third cycles; and is active in social and scouting work.
– Amani Al-Asaad: Lebanese; holds a Bachelor’s degree in Islamic Studies; serves as a supervisor for kindergarten and first-cycle classes; and has taught Islamic Education and Mathematics to these grades for many years.
After eXperiencing the FIRST-ADLX Framework during the Entry, Introdutory, and Practitioner Journeys with SeGa Group, we recognized its importance in enhancing the educational process. What made this eXperience particularly meaningful was that we had personally engaged in an Active Deep Learner eXperience (ADLX), rather than merely learning about its features theoretically.
This eXperience inspired us to apply what we had experienced in a learning session facilitated to our fellow teachers at Al-Iman Al-Arqoub School, providing them with an opportunity to experience different types of active interaction and reflect on how these approaches could be applied with their students in the classroom.
Motivated by this purpose, we, Ms. Juhayna Hammoud and Ms. Amani Al-Asaad, designed and facilitated a three-hour, in-person interactive learning session entitled “Active Learning and Types of Interaction” for the school’s teachers.
The Challenge and Motivation Behind the Session
The main motivation behind this learning trip was our desire to extend the impact of our eXperience with the FIRST-ADLX Framework to our fellow teachers. We wanted them to experience different types of active interaction through practical participation rather than simply listening to theoretical explanations.
Our intention was to enable teachers to experience the same interaction patterns they could later apply with their students, helping them recognize the importance of implementing an Active Deep Learner eXperience.
eXperience Design and Sequence of Activities
Why Did We Choose the FIRST-ADLX Framework?
We chose the FIRST-ADLX Framework because we had personally experienced its impact during our learning Journeys with SeGa Group.
Through these journeys, we recognized its value in promoting learner participation and interaction. Therefore, we decided to apply its domains when designing and facilitating our session, allowing participants to experience active interaction patterns that could be transferred to their classrooms.
We aimed to create an Active Deep Learner eXperience combining participation, cooperation, movement, and reflection, while positioning teachers as active contributors to their own learning rather than passive recipients of information.
Learning Outcomes
The learning session aimed to achieve the outcomes identified in the original design, categorized as follows:
Attitude Learning Outcomes
- To appreciate the importance of varying active interaction patterns within the classroom.
- To value the participation of all students in learning activities.
Skills Learning Outcomes
- To apply different interaction patterns in classroom settings.
- To design an engaging lesson that encourages the participation and interaction of all students.
Knowledge Learning Outcomes
- To identify different interaction patterns.
- To list different interaction patterns experienced during the learning session.
Sequence of the Learning Activities
The learning trip began before the actual session through the preparation of an invitation card specifying the date and day of the session. This invitation was intended to encourage teachers to participate and prepare them for the upcoming Learner eXperience.
The three-hour, in-person session included a variety of activities, such as openers, learning activities facilitated through the RAR model, energizers, linking and summarizing activities, and a closure activity.
The sequence guided participants from reflecting on the roles of teachers and students in the classroom to exploring and experiencing different types of interaction.
Participants experienced individual, pair, and group interaction patterns through various activities. Opportunities for movement, discussion, reflection, and sharing ideas were incorporated throughout the session.
A breakfast break was also included to refresh participants and support social interaction.
Throughout the trip, we encouraged teachers to participate in reading, writing, discussing, and presenting information. We also varied the forms of participation so that they could experience the interaction patterns introduced during the session.
Learning Activities Using the RAR Model
In each learning activity, the three stages of RAR model were implemented. In the Readiness Increase stage, learners were prepared physically, mentally, and psychologically. In the Activity Facilitation stage, learners interacted and worked on the activity while the facilittaors monitored them, encouraged them, and facilitated their interaction. As for the Reviewing Actively stage, learners reflected on their learning, induced lessons learnt, and connected the lessons to their reality.
Here is an overview of different activities:
Activity 1: “Who Thinks More in the Classroom: You or Your Students?”
We opened the session with an activity inviting participants to reflect on the nature of interaction in their classrooms. To prepare them for participation, a line was drawn in the middle of the board, presenting two options related to the roles of teachers and students. Participants were invited to express their responses by writing on the board, followed by an open discussion in a cheerful atmosphere that included humor and friendly interaction. This activity provided an opportunity for teachers to reflect on their roles and their students’ roles in the classroom, preparing them to explore the concept of active interaction.
Activity 2: “Complete the Session Title”
We then moved to another activity based on a collection of images representing the first letters of the words forming the session title. Participants were invited to observe the images and infer the title. Their responses were discussed, and they were encouraged to share their interpretations. This activity stimulated curiosity and prepared participants to explore the different interaction patterns experienced during the session.
Activity 3: “How Many Interaction Patterns Can You Identify in the Picture?”
Participants were invited to examine an image and identify the interaction patterns represented within it. After the necessary instructions were provided, the image was displayed, and participants explored the different patterns, including teacher–student interaction, student–student interaction, and student–content interaction.
The activity was followed by a discussion about the importance of varying interaction patterns. Participants were also invited to complete a statement related to the importance of interaction diversity in the classroom. This reflection helped them connect their observations from the image with their actual teaching practices.
Activity 4: First Interaction Pattern – Teacher and Students
In this learning activity, we used a story about a classroom session in which students were listening to their teacher. Participants were invited to pay attention to the events and engage in an experience involving listening and answering questions related to the story.
The activity also incorporated a brief physical movement whenever an incorrect answer was given.
During Activity Facilitation, participants were encouraged to respond, discuss, and remain actively involved through positive reinforcement and supportive interaction.
During Reviewing Actively, reflective questions invited participants to consider the interaction pattern they had experienced, how it could be applied in their classrooms, and what might support greater student participation.
Activity 5: Physical and Mental Energizer
The session included an energizer in which participants used wooden sticks to construct the tallest possible tower.
This activity offered participants an opportunity for movement, interaction, and renewed energy before moving to another interaction pattern.
Activity 6: Second Interaction Pattern – Pair Work
Participants were invited to work in pairs, using worksheets containing words related to the session topic.
Each pair discussed the words and interacted with the task before sharing their ideas with others.
During Reviewing Actively, participants were invited to reflect on what they had learned from the activity and what the experience reminded them of, helping them connect the pair-work experience with possible classroom applications.
Activity 7: “The Magic of Words”
Following the breakfast break, an activity entitled “The Magic of Words” was facilitated.
Each participant was invited to draw the name of a colleague from a box and write a positive quality describing that person.
Participants then had the opportunity to share these positive words, contributing to an atmosphere of appreciation, kindness, and positive group dynamics.
Activity 8: “The Story of the First Part”
A Linking and Summarizing activity entitled “The Story of the First Part” invited participants to reconstruct the events of the previous part of the session through collaborative storytelling.
One participant began with a sentence, and others continued building the story.
This activity encouraged participants to recall their experiences, connect events and ideas, and collaboratively revisit the key moments of the learning trip.
Activity 9: Third Interaction Pattern – Group Work: Homogeneous Groups
We introduced group interaction through a Jigsaw learning activity.
Participants were organized into groups, and different parts of the learning material were distributed among them. Each participant or group worked on a specific part of the content before sharing what they had learned with others.
Clear instructions were provided, and groups were organized according to the activity sequence.
Participants exchanged information, discussed ideas, and contributed to developing a shared understanding.
During Reviewing Actively, they were invited to reflect on what happened during group work, what they noticed or learned from the experience, and how this approach could be transferred to their classrooms.
Activity 10: “What Can We Do?”
This energizer introduced different signs or images and invited participants to consider how they could be used and connected to interaction in the classroom.
The activity provided a transition to the next part of the session while maintaining opportunities for sharing ideas and interaction.
Activity 11: Fourth Interaction Pattern – Group Work: Diverse Groups
Participants were invited to work in diverse groups and engage with questions related to different interaction patterns.
The activity began with instructions, followed by opportunities for groups to discuss, cooperate, and respond to the questions.
During Activity Facilitation, we encouraged participation and allowed participants to exchange ideas before discussing their responses.
During Reviewing Actively, participants were invited to examine their group-work experience, consider why groups were organized differently, and reflect on how different grouping arrangements might influence interaction and participation in the classroom.
Activity 12: Linking and Summarizing
Participants were invited to recall the main ideas they had experienced throughout the session and consider how these ideas could be used in their teaching.
The activity included sharing reflections and discussing different approaches to group work, helping participants connect the interaction patterns they had experienced.
Activity 13: “How Do You Assess Groups?”
This activity incorporated the Think–Pair–Share strategy.
Participants were invited to think about different ways of assessing group work, discuss their ideas with a partner, and share their reflections.
During Reviewing Actively, they were encouraged to compare the suggested approaches and consider how they could be applied in their classrooms.
Activity 14: “What Will You Change in Your Classroom?”
The session concluded with a reflective activity inviting participants to consider the actions they might take following their Learner eXperience.
Participants were seated in a way that supported visual communication and were invited to recall the most meaningful aspects of the session.
They reflected on what they had learned and shared what they might change in their classrooms as a result of the experience.
This closure activity helped connect the exploration of interaction patterns with participants’ future teaching practices, encouraging reflection on their current approaches and possible areas for improvement.
FIRST Domains in Action
F – Focusing on Learner Behaviors
Throughout the session, we sought to activate the three principles of this domain: Individualization, Probing and Assessing, and Trust the Learner.
We addressed teachers by their names, showed genuine interest in their contributions, and built on their responses and previous experiences.
We also encouraged everyone to participate and paid attention to those who were slower to engage, supporting their involvement in activities.
Trust the Learner was reflected in providing participants with opportunities to read, write, express ideas, and present information. Rather than receiving information passively, teachers actively contributed to constructing their Learner eXperience.
I – Interacting within Positive Group Dynamics
We activated Social Event, Positive Spirit, and Motivation & Attention by varying interaction patterns and providing opportunities for pair work, group work, discussions, and experience sharing.
Questions, enjoyable activities, humor, and positive words contributed to a welcoming and encouraging atmosphere.
The breakfast break also strengthened the social dimension of the session, while the symbolic gifts distributed at the end expressed appreciation for participants’ contributions.
Through these practices, we aimed to maintain engagement and create a supportive environment for interaction.
R – Reviewing Activities within RAR
We applied the three principles of this domain: Readiness Increase, Activity Facilitation, and Reviewing Actively.
Before each learning activity, we prepared participants by explaining instructions and clarifying the activities.
During the activities, we supported engagement through observation, guidance, encouragement, and interaction.
Following the activities, we emphasized Reviewing Actively through reflective questions that encouraged participants to think about what they had experienced, identify its significance, and consider how it could inform their classroom practices.
This was particularly evident in the activities addressing teacher–student interaction, pair work, group work, and group assessment.
S – Sequencing within Learner eXperience
We applied Structuring and Sequencing, Repetition without Boredom, and Linking and Summarizing by progressively introducing different interaction patterns throughout the session.
The trip began with reflection on teacher and student roles, followed by identifying interaction patterns and experiencing them through practical activities.
The sequence included individual reflection, pair work, group work, movement, discussions, and collaborative activities.
This diversity helped maintain attention and allowed participants to revisit the concept of active interaction through different approaches, including images, discussions, and group activities.
Linking and Summarizing activities enabled participants to recall key ideas and connect their experiences throughout the learning trip.
T – Transforming Learning into Performance
We sought to activate Reflection on Reality, Practicing and eXperiencing, and Continuity and Follow-Up by connecting the learning content to the classroom situations teachers encounter with their students.
Rather than explaining interaction patterns theoretically, we provided opportunities for teachers to experience individual, pair, and group interactions directly.
We also encouraged participants to reflect on how they could apply these patterns in their classrooms.
This was especially evident in the final activity, “What Will You Change in Your Classroom?”, which invited participants to consider possible changes in their teaching practices.
This reflection represented an initial step toward extending the impact of the learning trip into the school environment.
Conclusion and Reflection
Impact on Participants
Throughout the session, teachers participated in various activities involving reading, writing, discussion, and group work.
The diversity of activities allowed them to experience different interaction patterns and reflect on how these approaches might be used with their students.
At the end of the session, participants described the experience as enjoyable and beneficial and expressed their desire for similar learning sessions in the future.
This feedback provided a positive indication of their appreciation of the learning experience.
Impact on the Facilitators
This learning session provided us with an opportunity to transfer what we had experienced during the learning journeys with SeGa Group into our own school environment.
We moved from being participants in an Active Deep Learner eXperience to designing and facilitating a session that enabled our fellow teachers to experience active interaction patterns themselves.
Applying the FIRST-ADLX Framework gave us an opportunity to integrate its domains into one learning session, while encouraging participation, varying interaction patterns, facilitating reflections, and connecting the experience with classroom practice.
Final Reflection
The learning سثentitled “Active Learning and Types of Interaction” emerged from our desire to share the impact of our FIRST-ADLX experience with our fellow teachers and transform that experience into an opportunity for interaction and reflection on classroom practices.
Through its diverse activities and social interactions, the session provided an experience that participants described as enjoyable and beneficial. Their desire for similar sessions reflected their positive response to the learning journey.
This experience represented a step toward transforming what was learnt during the learning journeys with SeGa Group into real-life performance.