Introduction
About the Facilitator
Sherine Eid Youssef Kamel is a Qur’an and Islamic Studies facilitator from Egypt, based in Sheikh Zayed City. She has approximately fifteen years of experience teaching the Holy Qur’an and Islamic education to children. Through her professional development journey, she was introduced to FIRSTis-ADLX Framework, which provided her with a structured approach to designing and facilitating an Active Deep Learner eXperience (ADLX). Applying the framework helped her create more meaningful learning journeys and achieve a clearer impact on her learners.
The Challenge
This learning session was designed to address behaviors that frequently appeared among young learners, including mocking one another, conflicts between classmates, calling each other by inappropriate nicknames, and reacting impulsively during disagreements. These behaviors negatively affected classroom relationships and learners’ interactions, making it important to help children understand the guidance of the Qur’an and translate it into everyday behavior.
About the Learners
A group of seven-year-old boys and girls interacted during the session. They had diverse personalities, including confident, shy, reflective, talkative, argumentative, and stubborn learners. This diversity required careful attention to individual differences while designing and facilitating the session.
Learning Design Overview
Why FIRSTis-ADLX Framework?
The facilitator chose the FIRSTis-ADLX Framework because it transforms learning from simply understanding Qur’anic verses into a meaningful Learner eXperience that enables children to live the meaning of the verses emotionally, socially, and practically. The framework also provided a clear structure for designing the learning session, sequencing activities, and ensuring that learning outcomes were connected to real-life behavioral change.
Learning Outcomes
Attitude Learning Outcomes
By the end of the session, learners will be able to:
- Show dislike to the behavior of mocking others.
- Appreciate the importance of reconciling people.
Skills Learning Outcomes
- Begin improving their behavior and manners when interacting with their classmates.
- Think before mocking others or responding negatively.
Knowledge Learning Outcomes
- Explain why mocking others is wrong.
- Describe the negative effects of mocking to others.
Performance Outcomes
- Remember Surah Al-Hujurat, verses 10–11, and apply Allah’s guidance from these verses in daily interactions with others.
- Develop a sense of positivity and personal responsibility.
- Demonstrate thoughtful responses before taking action.
Learning Session Summary
The face-to-face learning session focused on Surah Al-Hujurat, verses 10–11. It included a Mini Presentation, Storytelling, Brainstorming, and Group Work using worksheets. The activities were sequenced to capture learners’ attention, build understanding of the Qur’anic verses, and help learners identify practical ways to apply the teachings in their daily lives. The sequence respected learners’ energy levels and created a smooth and engaging Learner eXperience.
Learning Activity Using the RAR Model
Storytelling Activity
For the Readiness Increase stage and to capture the learners’ attention, a short role-play was performed by the facilitator and a co-facilitator, acting as though they were arguing with each other without revealing whether the scene was real or acted. Immediately afterward, the facilitator invited the learners to pay close attention to a story because they would later discuss what had happened.
During the Activity Facilitation stage, the facilitator told the story of “Mishmisha,” who had a disagreement with one of her classmates, while learners reflected on the behavior of Mishmisha, her classmate, and the reactions of the other children. After listening to their ideas, the facilitator smoothly transitioned to the recitation of Surah Al-Hujurat, verse 10, explored its meaning with the learners, and invited them to identify their role whenever they witnessed two people in conflict. To introduce verse 11, the facilitator began with another short story about someone who loved giving beautiful nicknames to friends before discussing the Islamic guidance regarding inappropriate nicknames.
During the Reviewing Actively stage, learners reflected on the events of the story by answering questions about what had happened (What?). They then explored the feelings associated with mocking others and discussed the importance of reconciliation (So What?). Finally, they identified how they could apply Allah’s guidance whenever they encounter similar situations at school or at home (Now What?), helping them connect the Qur’anic message to their everyday lives.
FIRSTis-ADLX Domains in Action
F – Focusing on Learner Behaviors
Throughout the learning session, the facilitator personalized the Learner eXperience by calling every learner by name during participation and giving each child individual attention. She also spoke privately with learners regarding their behavior, assignments, and personal progress. These practices strengthened trust, respected individual differences, and encouraged every learner to participate confidently.
I – Interacting within Positive Group Dynamics
A positive and enjoyable atmosphere was maintained throughout every session. Brainstorming, storytelling, cooperative group work, and continuous positive encouragement created an engaging social environment where learners felt comfortable participating. Praise was consistently used to reinforce positive contributions and maintain learners’ motivation and attention.
R – Reviewing Activities within RAR Model
The RAR model was clearly implemented during the learning activities including the storytelling activity. Learners were first prepared, then actively participated in discussing the events and connecting them with the Qur’anic verses. Finally, they reflected on the meaning of the experience, expressed their feelings about mocking others, valued reconciliation, and planned how they would apply the lesson in their own lives.
S – Sequencing within the Learner eXperience
The learning session followed a logical and smooth sequence beginning with the regular classroom routine, followed by the role-play, storytelling, recitation of the verses, understanding their meanings, and concluding with learners identifying their own responsibilities. This gradual progression maintained learners’ attention and allowed them to move naturally from engagement to understanding and finally to application.
T – Transforming Learning into Performance
The learning session was intentionally connected to learners’ daily lives from the beginning until the end. At the start of the session, learners were reminded about previous commitments such as thanking Allah for His blessings and seeking His forgiveness together. At the end of the session, the facilitator concluded with a supplication related to the learning outcomes: “O Allah, improve my character as You have perfected my creation.” Learners also received a weekly assignment encouraging them to apply reconciliation between people and improve their manners in their everyday interactions.
Conclusion
Impact on the Facilitator
Applying the FIRST-ADLX Framework helped the facilitator become more intentional in creating meaningful Learner eXperiences. As she focused on applying the five domains of the framework, she felt a stronger sense of achievement, clearer vision, and greater confidence in her facilitation. This experience confirmed that successful learning sessions require careful planning and thoughtful implementation of all five FIRST domains. Compared to her previous practices, the framework also enabled her to recognize her strengths and identify areas for professional growth more clearly.
Impact on the Learners
She noticed that learners began monitoring their own behavior more carefully and became more interested in attending the sessions. Their participation and concentration increased, and positive changes appeared in their daily interactions. Focusing on Learner Behaviors had a particularly strong impact, as learners felt individually valued and therefore became more committed to improving both their behavior and their responsibilities.
Impact on the School Community
A noticeable behavioral change appeared after studying Surah Al-Hujurat, verses 10–11. Two children who regularly hurt each other with offensive words demonstrated positive improvement. One of them apologized to his friend and changed the way he spoke to him, while the other became noticeably calmer in his reactions. A colleague informed the facilitator about the apology, and she personally observed the calmer behavior of the second child. These changes reflected the positive impact of the session beyond the classroom itself.
At the end of this experience, the facilitator expresses her sincere gratitude to everyone working to organize, design and facilitate the journeys of FIRSTis-ADLX Framework for their continuous support in developing facilitators and enriching the quality of Learner eXperiences. She asks Allah to accept their efforts and make this work sincerely for His sake.