Introduction
I am Rahaf Jamal Al-Sheikh Ali, a facilitator from Syria, residing in the city of Idlib. I work with kindergarten children aged between 4 and 6 years and oversee a group of forty boys and girls. Throughout my facilitation journey, I have always sought effective and inspiring methods to help children learn with joy and depth. When I was introduced to the FIRSTedu-ADLX framework through a learning journey, I realized that it held the answers to the learners’ needs at any stage including this sensitive stage of their lives and enabled me to design Active Deep Learner eXperiences.
In this story, I share my experience applying this framework in a learning journey aimed at training children to hold a pencil and write letters, using an approach that nurtures a love of learning and builds confidence.
Overview of the Learning Journey Design
I chose the FIRSTedu-ADLX framework because of its integrated methodology that supports an Active Deep Learner eXperience, especially in early childhood settings where play and interaction are central to learning. Consequently, the learning outcomes were designed as follows:
By the end of this journey, the learner will be able to:
- Attitude:
- Enjoy learning the alphabet.
- Develop a sense of responsibility.
- Skills:
- Sequence the alphabet correctly.
- Write letter shapes and recognize their sounds.
- Knowledge:
- Recall and name the letters of the alphabet.
- Performance Outcomes:
- Read and write with confidence and structure.
To achieve these outcomes, I designed an engaging in-person learning journey that offered interactive, developmentally-appropriate experiences tailored to young children.
Journey Activities
I designed a combination of learning and eXperience activities to ensure the sessions created is an Active Deep Learner eXperience. Below is one exemplary activity where I applied the RAR model:
“Alphabet Garden” Activity
This was a central activity in the journey. I designed and facilitated it based on the three RAR stages:
- Readiness Increase Stage: I prepared the children by engaging them in a cheerful conversation about their names and invited them to stand in a circle called the “garden.”
- Activity Facilitation Stage: Each child was invited to say a word starting with the first letter of their name. Alphabet cards were displayed, and participation was encouraged to point to the first letter of their names with claps and affirmations.
- Reviewing Actively Stage: I asked the children, “What letter does your name start with?” “Look around you! Who can give us another word with the same letter?” This repetition supported understanding and motivation.
FIRST Domains in Action
F – Focusing on Learner Behaviors
I built individual communication channels with each child, calling them by name and encouraging them to participate through direct and personalized interactions. I asked non-evaluative questions like, “What’s your favorite color?” to break psychological barriers. I also offered flexible opportunities to participate and respected their individual expression. I showed trust in them by assigning small tasks like helping organize tools or reminding peers of the focus letter.
I – Interacting within Positive Group Dynamics
I created a safe, warm learning space using verbal and physical encouragement (e.g., clapping) and fostered fun moments free of negative competition. Gentle humor and short energizers helped maintain a positive spirit. I also varied group formations—circles, pairs—to ensure full engagement.
R – Reviewing Activities with the RAR Model
I applied the RAR model in several learning activities:
- Readiness Increase: Used warm-up questions and visual prompts to prepare children mentally, emotionally, and physically.
- Activity Facilitation: Provided step-by-step guidance, kept energy high, and maintained focus.
- Reviewing Actively: Verbal reflection and connections to the learners’ real-life contexts.
S – Sequencing the eXperience Flow
I organized activities progressively from easier tasks (letter recognition) to more complex ones (letter writing). I used short stories to link concepts meaningfully and repeated key ideas through diverse formats—games, storytelling, hands-on activities—to reinforce learning without boredom.
T – Transforming Learning into Real-World Action
At the end of each session, I presented a purposeful video showing the learned letter and a relatable word from the children’s environment (e.g., “Rabbit” for the letter R). I encouraged the children to use these words at home. I also sent interactive cards for family engagement, expanding the learning impact to the home setting.
Conclusion
- Impact on Learners
The children responded with great enthusiasm. They showed flexibility and quick comprehension of concepts. Participation increased, and several children even asked to repeat the activities.
- Impact on the Facilitator
I became more flexible and efficient in facilitation and discovered true joy in the process. The FIRSTedu-ADLX framework illuminated new dimensions in my facilitation style.
- Impact on Parents
The effect was clearly visible. Parents responded positively, and the small community within the kindergarten gained a deeper appreciation for joyful and coherent learning experiences.
I share with you some images from this inspiring journey…
May Allah reward you all.