Who am I?-Muhammad Ali Al-Hanjul

 

 

Meet the Author

Muhammad Ali Al-Hanjul, a Palestinian teacher born on April 15, 1985, resides in Dohyet el-Shouifat, Mount Lebanon Governorate. Al-Hanjul is a model of a veteran teacher with more than 30 years of experience in education and counseling. He currently holds the position of Imam of a mosque and is in charge of a social outreach (Al Daawi) center. Additionally, he teaches some Islamic jurisprudence courses at Al-Azhar of Mount Lebanon. Due to his extensive experience and high skills, Al-Hanjul participates in various educational events and activities. He also participated in many events and activities aimed at inviting the non-Muslims to Islam.

Al-Hanjul provides his services at a Skills Center in Lebanon affiliated with the Guidance and Reform Association. He possesses high academic qualifications, having obtained a preparatory master’s degree in Islamic jurisprudence and participated in numerous specialized training courses, including a certified trainer preparation course (TOT). His facilitation skills are considered one of his most prominent features, as he is adept at conveying information concisely and clearly using simple and understandable language. He is also skilled in using diagrams and illustrations to facilitate the acquisition of learning outcomes by learners.

Al-Hanjul believes in the importance of interactive learning and encourages students to engage in dialogue and participate in the learning process, creating a positive and motivating learning environment.

The Topic and its Learning Outcomes

After experiencing “The Introductory Journey; An Active Deep Learner eXperience Using FIRST-ADLX Framework”, I emerged with a different mindset and perspective. Later, I was asked to facilitate a learning session for high school students at a school where I had previously taught. I chose “Who Am I?” as the title of the 50-minute session and set the primary goal of helping each student identify their identity and message (purpose) in life while designing the learning outcomes. The scheduled date was Thursday, 4/5/2023, so I prepared well and designed my session based on what I had learned from the introductory journey. I started by designing attitude, then skill, and finally knowledge learning outcomes.

Attitude Learning Outcomes

By the end of the session, learners will be able to..

  • appreciate their ability to identify their strengths and weaknesses;
  • feel the importance of their values and beliefs, and of following Islamic teachings in their daily lives;
  • sense the significance of the stories of influential figures and role models;
  • recognize the importance of setting goals in life and balancing worldly and religious matters;
  • value continuous learning and self-improvement.

Skill Learning Outcomes

By the end of the session, learners will be able to..

  • develop the ability to set clear and achievable goals for their future;
  • plan to achieve these goals;
  • develop strategies to overcome challenges and achieve self-actualization.

Knowledge Learning Outcomes

  • identify their strengths and weaknesses;
  • gain a deeper understanding of their personality and unique talents.

 

Sequence of Activities

Pre-Opener:

  • I welcomed the learners and invited them to share their feelings about the session.

Opener:

  • After welcoming them, I asked one of them to recite Surah Al-Fatiha to engage them and break the ice between us, and to bring tranquility to the meeting.

Learning Activity 1:

  • I read the first 5 verses of Surah Al-Insan with proper recitation and intonation in a loud voice, and invited a volunteer to write the five verses on the board.

Learning Activity 2:

  • I asked the learners to use the four shapes (triangle, rectangle, circle, and squiggly line) to draw a person, each according to their imagination on a white paper (I had previously prepared for each of them 4 small sheets of paper in different colors: white, blue, pink, and green). After they finished, I praised their work and pointed out during the reviewing actively stage that using the same material, each of them had their own unique, creative drawing, and likewise, each of us in life has our own unique imprint.

Learning Activity 3:

  • I invited the learners to mention 5 phrases or words that represent their personality, and write them on the pink paper. I praised what they wrote and thanked those who volunteered to read what they wrote and share it with everyone. In the reviewing actively stage, I pulled the importance of knowing ourselves well and our positive and negative aspects (the current situation they are in).

Learning Activity 4:

  • Then, I asked them to write 5 things or goals they want to achieve in the future. Afterward, some of them presented what they wrote and were warmly praised, then I pulled the importance of having goals in life and a vision of what they will be in the future (the situation they want to reach).

Learning Activity 5:

  • After that, I invited them to choose a personality that influences them and mention 3 qualities or reasons for their influence. After listening to some of what they wrote, I praised them and pulled the importance of role models and the need to choose them because they have a great impact on our lives.

Learning Activity 6:

  • Then, I returned to the first five verses of Surah Al-Insan, which summarize the reality of Man and his message in life, and pulled the importance of adhering to Allah, His law, and His worship methods, and not neglecting our permissible ambitions in life, indicating that we should not forget Allah and shouldn’t forget preparing for the Hereafter. I also pulled that the worldly life is transient and that the Hereafter is the real abode, and we must build our real life in the Hereafter through our good deeds in this world.

Linking and Summarizing Activity:

  • I showed them a video summarizing all these meanings titled “The Meaning of Life”.

Closure:

  • We ended the meeting with a supplication.

Note: It might have been better to design an energizer in the middle of the session, but the learners interacted with great enthusiasm so I couldn’t even finish the activities I had designed for the sessions.

Applying the Five Domains of FIRST-ADLX Framework

  1. Focusing on the Learner Behaviors

To apply this domain, I diversified activities to motivate every learner and encourage active participation. I used videos as a visual tool to enhance engagement, invited learners to draw a picture, write a list of their personal traits, identify their role models, and set goals for their future. I also encouraged them to engage in self-reflection, delving into their thoughts, feelings, and ambitions, which fostered self-awareness and personal growth. I boosted their self-confidence, allowing them to lead discussions and share their drawings, reflections, and personal experiences. I listened to each of them attentively and respectfully, called them by their names, and ensured that everyone was mentally, physically, and emotionally prepared for each activity. In summary, I made it a priority to involve all learners by encouraging everyone to participate in various activities, such as drawing, copying Quranic verses, and sharing ideas. I encouraged the learners to express their opinions and feelings through open discussions on the topics presented, and I gave them the opportunity to present their contributions, which strengthened their self-confidence and sense of accomplishment.

  1. Interacting within Positive Group Dynamics

I focused on providing opportunities for active participation for all learners and engaging them in all activities. The interactive activities and the safe, supporting learning environment motivated students to participate actively. I made sure to start the session with the recitation of Surat Al-Fatiha, which helped break the ice  and created a calm and comfortable atmosphere. I also quickly encouraged the students to participate by inviting them to recite a Surah from the Quran, which gave a sense of familiarity, comfort, and tranquility. Additionally, I created a safe environment for expression by inviting learners to write five words or phrases that represent their personality, without any fear of judgment or evaluation. The activities varied between visual, auditory, and kinesthetic, which helped in engaging the learners and making their interaction both effective and enjoyable. Furthermore, I showed interest in the students by listening to them attentively, sharing in their emotions, and respecting their diverse opinions, even if we didn’t agree with them. I also encouraged them to ask questions and express their concerns, which fostered an atmosphere of trust, mutual respect, familiarity, and warmth, making the session feel more like a gathering of friends.

  1. Reviewing Activities within RAR Model

In the “Readiness Increase” stage, I respected the learners’ need to get ready for each activity so I increased their readiness and prepared them mentally, physically, and emotionally. During the facilitation stage, I encouraged, motivated, praised, and assisted them, removing obstacles as needed. I also ensured understanding and provided feedback. In the “Reviewing Actively” stage, I implemented various strategies to help the learners reflect on their learning:

Reflection Questions: I encouraged learners to engage in personal reflection through questions like “Who am I?” and “What is my purpose in life?” These questions prompted students to pause, consider their experiences, and delve deeper into their thoughts and feelings.

Self-Assessment Opportunities: I provided learners with various opportunities for self-assessment and encouraged them to set goals, identify their strengths, and reflect on their progress. This self-awareness helped students take responsibility for their learning and identify areas that needed improvement.

Applying Learning to Real Life: I connected learning to real life by inviting students to reflect on how the concepts and activities relate to their personal experiences and future aspirations. This made the learning more meaningful and relevant. Additionally, I encouraged them to summarize key points, link them to previous activities, apply their learning in new contexts, and set personal future goals.

  1. Sequencing within the Session Flow

I varied between experience activities and learning activities, respecting the different energy levels required for each. This helped the session flow smoothly, so we didn’t feel time or experience any boredom.

  1. Transforming Learning into Performance

To implement this domain, I connected the activities to the learning outcomes and encouraged learners to relate what they learned in the session to their daily lives, which helped them transform learning into tangible, real-world actions. I also used practical tools and linked the topics discussed in the session to real life, which helped learners understand the importance and relevance of the topic.

Additionally, I encouraged students to share their personal experiences related to the topic, enriching the discussion and enhancing their understanding of the connection between what they were discussing and real-life situations. Furthermore, I provided learners with opportunities to apply what they learned in the session to their daily lives, helping them connect abstract knowledge to real-world practices.

 

Conclusion

The “Who Am I?” experience was not just an ordinary learning session, but an Active Deep Learner eXperience filled with valuable lessons for both the facilitator and the learners.

From my perspective as the facilitator, this experience helped me apply the framework effectively, contributing to the creation of an active and effective learning environment. I now understand the importance of focusing on the learner and fostering positive interaction to enhance learning. I also recognize the significance of sequencing and flow to ensure the achievement of learning outcomes.

As for the learners, this experience helped them discover themselves, define their identity, and understand their purpose in life. It also aided them in developing their critical thinking, analysis, and discussion skills. Additionally, the experience helped them recognize the importance of collaboration and teamwork in achieving goals.

However, there are still some areas for improvement to make the “Who Am I?” experience even more effective. For example, designing a mission activity and following up on its implementation could ensure that learning is transformed into tangible, real-world performance.

May Allah grant me the ability to develop my skills in designing and facilitating more impactful Active Deep Learner eXperiences in the near future.

 

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