My name is Sarah Mustafa, a Quran teacher from Egypt, New Cairo. Not long ago, I started assisting in Quran memorization for children and participating in summer activities that included many kids (boys and girls) from various age groups. However, after experiencing FIRST-ADLX Framework, which aims to create Active Deep Learner eXperiences, I decided to design and facilitate a learning session using what I learned during the framework’s introductory journey.
Meet the Learners
- Age group: Different age groups
- Number and gender: 70 children, both boys and girls
- Occupation: Students in elementary school
- Country: Arab Republic of Egypt
- Other characteristics: Well-mannered, but lacking some general etiquette such as manners of participation and dialogue.
Main Learning Outcomes
By the end of the learning journey, the participants will be able to…
Attitude Outcome:
- Feel the connection of the Quran with our reality.
Skill Outcome:
- Extract the lessons learned from the animals.
Knowledge Outcome:
- Recognize the animals mentioned in the Quran.
Parallel Learning Outcomes
By the end of the learning journey, the participants will be able to…
Attitude Outcome:
- Enjoy Quran sessions in general.
Skill Outcome:
- Communicate politely with those around him.
Knowledge Outcome:
- Recognize the names of some animals.
Performance Outcomes
In a couple of weeks, the learners will be able to….
- apply the teachings of the Quran in daily life and link them to reality.
- sense the greatness of the Quran, which guides us clearly and practically towards the straight path.
Sequence of Activities
I designed a set of activities applying the RAR model for learning activities and also used experience activities, as follows:
- Opener: Learners sat in a circle and each one introduced himself/herself to the person next to him/her, continuing until the circle was complete.
- Learning Activity 1: Learners were invited to play the game “Land, Water, Air”, where they looked at a picture of an animal and identified where it lives (on land, in water, or the air).
- Learning Activity 2: A set of riddles was read one by one, and learners were invited to solve them. Each riddle started with “Who am I..?” and the answer was a type of animal.
- Linking and Summarizing Activity: I presented the pictures again while learners connected them to the names they mentioned in their answers to the riddles.
- Energizer: Learners played a speed game of coloring pictures in pairs as quickly as possible.
- Mission: Learners were asked to collect as many stories from the Quran as possible and share them in the next meeting scheduled for next month.
Applying the Five Domains of FIRST-ADLX Framework
Focusing on the Learner Domain
To apply this domain, I allowed learners to introduce themselves individually, trusted them to extract or deduce learning outcomes for each activity, listened to them, and allowed them to take initiative and share stories and lessons learned from the stories of the holy Quran.
Interacting within Positive Group Dynamics Domain
To ensure a positive interactive safe environment, I made sure to award the learners and applaud them after completing each task. Also, I acknowledged everyone’s work and did not just praise those who finished first, aiming to enhance positive competition among learners.
Reviewing Activities within RAR
Readiness Increase:
I informed the learners of what we would do before starting any activity, such as telling them that we would play a fun game or solve interesting puzzles, and I provided them with a clear explanation of what they would do.
Activity Facilitation:
During the activities, I monitored them, facilitated their work, and assisted them in completing the missions.
Reviewing Actively:
I used a set of questions to extract the outcomes from each activity and help them connect what they learned from each activity to their reality. We also extracted the moral values present in some of the stories and discussed how to benefit from them in our lives. I pulled the learning outcomes of each activity in the reviewing actively stage.
Sequencing within the Session Flow
I designed and facilitated different types of activities (educational games – riddles – coloring) and used experience activities like the opener to break the ice and the energizer to stimulate and mentally relax the learners. I also used a linking and summarizing activity to link ideas together and summarize the presented concepts. Using activities that require various energy levels helped in sequencing the activities smoothly.
Transforming Learning into Performance
I assisted the learners in connecting the Quran with the surrounding reality and grasping the concept that the Quran is practical and can be applied in our lives. For example, in the game “Land, Water, Air,” I pulled from them that these animals exist around them and the Quran does not speak about things that are not present in reality. Therefore, everything in the Quran is applicable, and it is our duty to apply it. I also pulled from them how to apply some lessons learned from the Quran in our daily lives.
Final Thoughts
The learners did not only acquire the learning outcomes but also enjoyed the session. The level of happiness they felt during the session caught my attention- and this feeling of joy was shared between us.