Applying FIRST-ADLX Framework in a Science Lesson on the Periodic Table
About the Author
Aman Fawaz is a middle school science teacher from Lebanon residing in Jeddah.
About the Learners
The learning session was facilitated to 20 seventh-grade students (ages ranging from 12 to 14). The students were of various abilities but shared a common passion for learning.
Main Learning Outcomes
The lesson focused on the Periodic Table of Chemical Elements, and the main learning outcomes were as follows:
Attitude Learning Outcomes:
- Enjoy the science lesson (specifically chemistry).
- Find the subject easy and do not perceive it as difficult.
Skills Learning Outcomes:
- Use knowledge of the elements’ locations in the table to determine their properties.
Knowledge Learning Outcomes:
- Identify the location of elements in the Periodic Table.
- Describe the relationship between an element’s properties and its location in the table.
In addition to the main learning outcomes, there were several parallel outcomes planned before the session, such as teamwork skills, communication skills, learning new vocabulary, and many other outcomes.
Sequence of Activities
The session consisted of learning activities and experience activities, arranged in the following sequence:
The Opener
We began with an opener, and each student identified her seating position on a classroom map displayed on the board. The students eagerly approached the map to mark their seats. This activity aimed to introduce the concept of each element’s position on the map. During the readiness stage, I displayed the classroom map, provided the students with instructions, and invited one of them to repeat the instructions before announcing the beginning of the activity. In the facilitation phase, I monitored and encouraged them in a friendly and fun atmosphere.
Learning Activity 1: Collaborative Learning
During this activity, the students worked in groups to identify the locations of certain elements in the Periodic Table. I applied the RAR model in its three stages throughout the activity.
In the readiness stage, I boosted energy levels and motivated the students to show their readiness for the first learning activity. Then, I shared the instructions and distributed the tools.
In the activity facilitation stage, I moved between the groups, fostering a positive and safe environment. I monitored and provided support as needed, ensuring everyone participated in the teamwork.
In the reviewing actively stage, I invited the students to name one of the elements they identified and mention its location in the table. Then, I pulled the importance of determining the locations of elements in the table and how to use their knowledge about the elements’ positions in the Periodic Table in the future.
Learning Activity 2: Mini Presentation
To achieve the required outcomes and identify the remaining elements in the Periodic Table, as well as link their positions to their properties and characteristics, I conducted an interactive mini presentation. In this presentation, I applied the concept of balance between pull and push and discussed the importance of the elements. We also classified them according to their location and connected the location to their properties.
For an active deep activity, I made sure to apply the stages of the RAR model again in this activity as well.
In the readiness stage, I ensured the students were mentally, physically, and emotionally prepared to transition to the mini presentation. In the activity facilitation stage, I listened to the students, pulling out information and providing guidance (pushing) when necessary.
In the reviewing actively stage, I invited the students to share something new they learned from the presentation and to share their impressions about the relationship between the elements’ locations in the table and their properties and characteristics.
Energizer
To preserve motivation and attention, the session included a mentally stimulating energizer activity aimed at maintaining their energy levels and motivation, thereby increasing their effectiveness. I prepared them for the activity by inviting them to determine the number of squares in an image.
Linking and Summarizing Activity
To summarize the learning outcomes and connect them to what would follow, I invited the students to summarize the session using the PowerPoint presentation that I had used in the mini-presentation.
Mission Activity
I designed a mission activity (task) to ensure a lasting impact. I invited the students to complete an interactive worksheet that included reviews of the learning activities.
Implementing the Domains of FIRST-ADLX
During both the design and facilitation stages, I emphasized applying the five domains of FIRST-ADLX Framework. The application unfolded as follows:
Focusing on the Learner Domain:
Throughout the session, I focused on the individual learners by calling them by name and approaching them warmly. I encouraged them to ask questions and appreciated their thoughtful inquiries. I provided multiple opportunities for them to lead activities and explain concepts. Additionally, I ensured each individual’s readiness before starting any activity, whether it was mental, physical, or emotional readiness, and consistently motivated quieter participants to engage actively.
Interacting within Positive Group Dynamics Domain:
The learners were divided into groups and encouraged to choose a specific color for their own groups. I ensured roles and responsibilities were distributed among the learners to ensure everyone’s participation and the success of cooperative learning in a positive, supportive, and safe learning environment.
Reviewing Activities within RAR Model Domain:
I used the RAR model to facilitate the learning activities as outlined in the previous section. To enhance readiness, I was mindful of safety considerations, the environment’s security, and the learners’ freedom of movement. I modeled the cooperative activity before starting, ensuring smart use of space and tools. During the activity facilitation stages, specifically in the facilitation phase, I supported the learners with encouraging words, monitored their work, and followed their contributions closely, managing time meticulously. After concluding the facilitation stage, in the reviewing actively stages, I aimed to build self-learning skills by asking questions, pulling out reflections, and inviting the learners to contemplate their learner eXperience.
Sequencing within the Session Flow Domain:
The session included learning and experience activities (opener, energizer, linking and summarizing), which helped maintain energy levels and the mental, physical, and emotional readiness of the learners. This ensured the session flowed smoothly and sequentially, with activities interconnected starting from the opener and concluding with the mission activity.
Transforming Learning into Performance Domain:
This domain was implemented in two ways. Firstly, during the reviewing actively stage, I pulled the link between the abstract science concepts to real-world elements and substances around us. Secondly, by providing the learners with the Periodic Table and guiding them in its usage, I equipped them with a tool they would need in their daily school lives.
Conclusion
The learning session was truly remarkable, providing an Active Deep Learner eXperience for every unique learner. The experience was characterized by its well-designed flow, with information and skills progressing smoothly and effortlessly, which greatly aided the achievement of the sessions’ learning outcomes.
The benefits of this session were not only limited to ease of learning but also distinguished by immediate results. The students noticeably achieved learning outcomes in a short period.
Therefore, it is not surprising that the students expressed immense satisfaction with this session and wished that all learning sessions could be conducted in such a distinctive manner, as they mentioned.