Introduction
About the Writer
Nadin Samy is an Egyptian instructional designer and faculty development specialist based in Giza, Egypt. With a strong background in adult learning and professional training, she has worked closely with university faculty to enhance teaching performance and learner engagement. Her journey with the FIRST-ADLX framework began when she experienced one of SeGa’s learning journeys, where she explored the power of Active Deep Learner eXperiences in higher education.
The Challenge or Problem
Program directors identified a recurring challenge among faculty: the facilitators struggled to manage classroom diversity in terms of students’ academic backgrounds and interests. This disconnect often led to loss of control during lectures, reduced student engagement, and increased facilitator frustration. Faculty members carried the full burden of the learning process, while learners remained passive. The situation worsened when students with high technical skills felt disengaged during the sessions, making classroom dynamics difficult to manage.
Participant Persona and Context
The learning journey was designed for faculty members, including both full-time and adjunct facilitators above the age of 35. Participants included both male and female educators working in higher education institutions. The group represented a range of academic disciplines and experiences. Although technologically literate, many had limited exposure to facilitation frameworks that actively address learner diversity and engagement. The learning journey was delivered in-person, with access to digital tools such as Google Forms and printed resources.
eXperience Design and Sequence of Activities
Why FIRST-ADLX?
The FIRST-ADLX framework was chosen for its integrative and flexible nature, which allows for intentional design of Learner eXperiences that respond to learner behaviors, foster meaningful interaction, and support reflection and transformation. Its focus on personalization, energy dynamics, and practical application made it a perfect fit for addressing classroom diversity and enhancing faculty facilitation practices.
Learning Outcomes
By the end of the journey, participants were expected to:
- Attitude:
- Appreciate the importance of tolerance and flexibility when managing diverse classrooms
- Commit to sharing responsibility for learning with students
- Skills:
- Apply strategies to manage diversity in the classroom
- Demonstrate active listening and empathetic questioning
- Knowledge:
- Define diversity, tolerance, and flexibility in the context of higher education
- Identify the impact of diversity on learning engagement
Sequence of Activities
The synchronous session followed a structured sequence beginning with a pre-opener activity to build emotional readiness, followed by an opener that introduced the topic through a participatory card exercise. Core learning activities included role-play scenarios and brainstorming discussions that placed facilitators in students’ shoes. A custom column in the design sheet tracked learner status (mental, physical, emotional), helping facilitators respond to energy shifts. Energizers and reflection activities were embedded throughout. The session concluded with a closure activity connecting pre-session self-descriptions to post-session action planning.
Learning Activities Using the RAR Model
- Google Form Activity
Readiness Increase
Before the synchronous session, participants received a pre-session mission in Google Form that invited them to describe the most common challenges they encountered due to student diversity in their classrooms. They were also asked to select adjectives that reflected how they felt in their facilitating roles. This activity helped them mentally prepare by prompting early reflection and fostering emotional connection to the topic. It also signaled that their experiences would shape the session.
Activity Facilitation
The responses were collected in advance, then analyzed by the facilitator and integrated into the session. During the session, the printed adjectives were displayed visibly around the room to personalize the environment. Participants were invited to walk around and view the words shared by their colleagues, which sparked informal conversations and emotional resonance. The activity created a space where participants saw themselves reflected and recognized in the learning environment.
Reviewing Actively
Then, participants revisited their chosen adjectives. They were asked to consider how their feelings at the start compared to their current state of mind after engaging in the session. They reflected on how their initial emotions influenced their classroom behaviors, and then crafted written “promises” or action commitments addressing how they would manage diversity more consciously. These were posted on the wall as symbolic public commitments, and photos were taken to document the shared intentions and growth.
- Role-Play and Brainstorming Discussion
Readiness Increase
Before engaging in the role-play, participants were given a short prompt to recall a specific moment when they struggled to connect with a diverse group of students. This memory helped anchor them emotionally and mentally for the activity. The facilitator introduced the concept of empathy and emotional awareness in the classroom, setting the tone for a safe and exploratory experience. Then, participants were grouped and introduced to different scenarios between a facilitator and his students.
Activity Facilitation
Through role-play scenarios, the participants alternated roles between facilitator and students while Ms. Nadin probed and encouraged the participants to interact. These scenarios mirrored real classroom challenges involving cultural, academic, or behavioral diversity. While one pair acted, others observed and noted communication cues, tone, and responses. This was followed by a facilitated group brainstorming stage where observations were shared, insights surfaced, and strategies proposed collaboratively. The facilitator supported with real-time feedback, modeling empathetic questioning and reflective listening.
Reviewing Actively
After the activity, participants engaged in a structured reflective dialogue using the following questions:
- What? What did you feel and observe during the role-play?
- So what? What insights emerged about your approach to diversity or how learners may experience your classroom?
- Now what? What specific actions or changes will you implement in your own teaching to be more responsive and inclusive?
This phase helped participants connect the abstract theme of diversity to their personal practice, fostering both emotional insight and actionable commitment.
FIRST Domains in Action
F – Focusing on Learner Behaviors
To activate Individualization, the Google Form captured participants’ personal teaching experiences and challenges. These insights were used to design examples and activities that spoke directly to their realities. Probing and Assessing occurred through questioning and scenario debriefs. Trust the Learner was evident in allowing participants to design parts of their own action plans and co-facilitate feedback moments.
I – Interacting within Positive Group Dynamics
Social Event elements were woven through icebreakers and shared storytelling. Positive Spirit was maintained by validating all contributions and fostering laughter and support during pair activities. Motivation and Attention was sustained by a dynamic alternation between high-energy activities and thoughtful reflection, respecting participants’ attention span.
R – Reviewing Activities (RAR Model)
The RAR model structured every major learning activity. Readiness Increase was supported through emotional hooks and scenario setup; Activity Facilitation blended structure with responsiveness; Reviewing Actively prompted real-world planning and emotional insight after each activity.
S – Sequencing within Learner eXperience
Activities flowed logically from awareness to analysis to application. Energy levels were managed with embedded energizers and transitions. Key messages (e.g., “diversity is an asset, not a burden”) were repeated creatively using participant voices and facilitator summaries. Conceptual connections were reinforced in a final mind-map and closure wall.
T – Transforming Learning into Performance
In the closure activity, participants returned to their own adjectives from the start of the session and wrote personal promises and strategies on cards. These were posted on the wall and photographed as a shared contract. Participants were also invited to submit a short document describing what strategies they implemented and their effects. Program stakeholders were invited to a presentation of these reflections, reinforcing application and accountability.
Conclusion
Impact on Participants
Ms. Nadin observed increased engagement, emotional investment, and openness among faculty members. Participants reported a renewed sense of agency in managing classroom diversity and expressed enthusiasm about applying new strategies. Several participants specifically requested follow-up sessions and peer exchanges.
Impact on the Facilitator
The experience deepened the writer’s sensitivity to emotional energy and learner voice. For instance, she chose to schedule breaks during prayer times, which was a direct response to participant needs—this enhanced both respect and attention. The session also reinforced the value of designing from a learner’s perspective, not just the facilitator’s one.