Introduction

My name is Mahmoud Abdullah Hassan Barakat. I work as an imam and preacher for the Egyptian Ministry of Awqaf and as a teacher at an international school in Cairo, Egypt. After experiencing the FIRST Framework journeys, I designed and facilitated a learning journey titled “The Prophet’s Sunnah.” Through this journey, I aimed to connect the students’ lives with the life of Prophet Muhammad (peace be upon him) and his noble Sunnah in various aspects of their lives and daily actions. My journey targeted 20 fifth-grade students aged around ten years old.

Learning Outcomes

In this session, I was keen on activating the framework from the design stage. Consequently, I designed the learning outcomes for the session as a whole and for each of the prepared activities. After designing these outcomes, I arranged them so that priority and prominence were given to the attitude outcomes, followed by the skill and knowledge outcomes (ASK).

Attitude Learning Outcomes:

At the end of the journey, the learner will:

1. Appreciate the Prophet’s efforts in conveying his message to us.
2. Feel the importance of adhering to the noble prophetic traditions (Sunnah).
3. Sense the awe and greatness of this noble Prophet.

Skill Learning Outcomes:

At the end of the journey, the learner will be able to:

1. Connect their daily routine to the prophetic traditions (Sunnah).
2. Apply the prophetic traditions in various life situations (Sunnah).

Knowledge Learning Outcomes:

At the end of the journey, the learner will be able to:

1. Recount the major milestones in the Prophet’s life.
2. Describe the Prophet’s attributes and daily habits.
3. List some of the prophetic traditions (Sunnah).

Actions and Activities

Opening Activity: The session started with an engaging opening activity that fostered a sense of community and encouraged self-reflection among the participants. Each learner was invited to share some of their positive attributes, highlighting the qualities that set them apart.

Learning Activity 1: Transitioning seamlessly from the opening activity, the first learning activity delved into the profound life and teachings of Prophet Muhammad (peace be upon him). To increase the learners’ readiness, they were invited to put on their “concentration hats,” symbolizing their readiness to immerse themselves in the exploration of the Prophet’s legacy. During the facilitation stage, the facilitator acted as a guide and skillfully guided the learners through a stimulating discussion, prompting them to share their existing knowledge and perceptions of the Prophet and his Sunnah (noble practices). This interactive exchange fostered a deeper understanding of the Prophet’s teachings and their significance in shaping a meaningful and fulfilling life. As for the reviewing actively stage, I pulled connections between the positive attributes shared by the learners and the exemplary qualities embodied by Prophet Muhammad (peace be upon him). This exercise highlighted the relevance of the Prophet’s teachings in everyday life, empowering the learners to internalize these values and incorporate them into their own behaviors and actions.

Learning Activity 2: The second learning activity targeted the practical application of the Prophet’s teachings in everyday life. To increase the learners’ readiness for this activity, I clearly outlined the instructions and ensured that the learners were mentally, emotionally, and physically ready to embark on this journey of self-discovery. As for the activity facilitation stage, I presented a series of real-life scenarios and situations that the learners could relate to, and they were encouraged to engage in active discussions, analyzing these scenarios and connecting them to their own lives and experiences. The facilitator skillfully facilitated these discussions, fostering positive interaction in a collaborative and supportive learning environment. In the reviewing actively stage, the learners were encouraged to reflect deeply on the scenarios they had discussed and the insights they had gained. They were invited to share their impressions and emotions, creating a space for open and honest dialogue.

Linking and Summarizing Activities: Throughout the learning journey, I maintained a strong focus on the learning outcomes, ensuring that they were consistently incorporated into the activities and discussions. This was achieved through a recurring “Linking and Summarizing” activity that reinforced the key takeaways and connected them to the learners’ personal experiences and emotions. I put effort into pulling the outcomes of the activities while looking at the learners as whole humans in a whole journey, recognizing that the learner is not merely an intellectual being but also an emotional, spiritual, and physical entity. This holistic perspective guided the interactions, ensuring that all aspects of their personality were addressed.

Learning Activity 3: Following the “Linking and Summarizing” activity, the learning journey embarked on its main learning activity, utilizing the “RAR” (Readiness Increase, Activity Facilitation, Reviewing Actively) model as its foundation. In the “Readiness Increase” stage, I prepared the learners, providing them with clear instructions and essential tools, and ensured their understanding of the activity’s flow. This careful preparation ensured that the learners were well-equipped to fully engage in the activity.

In the “Activity Facilitation” stage, the learners were invited to complete the phrase “The Prophet taught me…” on a sheet of paper affixed to their backs. This simple yet effective exercise set the stage for an engaging and interactive exploration of the Prophet’s teachings.

To foster a dynamic learning environment, the facilitator encouraged the learners to move freely around the classroom, stopping at the sound of a whistle. At each stop, they were instructed to face the learner behind them, read the phrase on their back, and learn a new prophetic tradition. This interactive approach promoted collaboration and peer-to-peer learning, creating a sense of shared discovery.

In order to deepen understanding and inspire action, the learners were engaged in a reflective process in the “Reviewing Actively Stage”. They were invited to share their thoughts, impressions, and lessons learned, drawing connections to the prophetic traditions (Sunnah) they had encountered. I also invited them to delve deeper into the significance of the traditions (Sunnah) and explore their potential applications in their daily lives. This reflective process fostered a deeper understanding of the Prophet’s teachings and inspired the learners to internalize these values and incorporate them into their own behaviors and actions.

Closure/Closing Activity: As the learning journey neared its end, the facilitator remained focused on achieving the desired performance outcome. To ensure that the learners had fully internalized the key takeaways, they were invited to engage in a reflective exercise. Each learner was encouraged to take a moment for personal reflection, contemplating how they would apply the Prophet’s teachings in their daily lives. They were prompted to consider specific actions they could take to incorporate these values into their thoughts, words, and deeds, leading to a positive transformation in their personal lives. The facilitator further emphasized the importance of translating learning into action by providing a clear call to action. The learners were invited to:

• Apply the Prophet’s teachings in all aspects of their lives.
• Share their experiences of applying and embodying the Prophet’s teachings.
• Shared the knowledge they had gained during this journey with the people around them.

Implementing the Five Domains of FIRST-ADLX Framework

Focusing on Learner Behaviors

1. In the opening activity, I invited each learner to share some of their positive qualities and addressed them by these qualities throughout the session.
2. I provided them with multiple opportunities to share their thoughts and feelings, and I listened to everyone attentively and praised their contributions.
3. I gave the learners the confidence to lead the discussions, so they felt that they were at the heart of the learning process.

Interacting within Positive Group Dynamics

Throughout the session, I made an effort to ensure the inclusion of all learners by actively involving everyone, closely monitoring roles and participation, observing and providing personalized feedback to each pair, boosting motivation, encouraging and inspiring all participants, particularly during the third learning activity where they worked in groups and engaged in pair discussions.

Reviewing Activities within RAR

1. I followed the RAR model with its three stages in the learning activities as explained in the “Actions and Activities” section.
2. I ensured the learners’ mental, psychological, and physical readiness for each activity.
3. I motivated, encouraged, followed up, assessed, evaluated, and prompted them during the activity facilitation stage.
4. In the reviewing actively stage, I encouraged critical thinking and connections to real-life situations.

Sequencing within the Session Flow

The learning session flowed smoothly and engagingly through a variety of learner-centered activities. The activities were diverse in their nature (learning activities and experience activities such as the opening and closing activities, linking and summarizing activities), in the interaction patterns they required (facilitator/learners interaction, pair interaction, group interaction, etc.), and in the energy level they demanded. This diversity prevented the learners from feeling bored and kept the session lively and engaging.

Transforming Learning into Performance

1. In the reviewing actively stage of the learning activities, I linked the experienced concepts to the learners’ daily lives.
2. I used real-life examples and scenarios to facilitate the second learning activity.
3. I encouraged the learners to share their strategies for applying what they had learned in the future and to share their application stories as well.
4. I encouraged the learners to spread the Prophet’s Sunnah among their acquaintances.

Conclusion

The session was enjoyable and engaging, and the learners’ faces reflected their happiness. They expressed a strong desire to learn the Prophet’s Sunnah and apply it in their daily lives.

If I were to add an activity, I would include an energizer activity after the second learning activity to maintain the learners’ enthusiasm and focus.