Meet the Author
Zahraa Ali Al-Bitar
- Bachelor’s degree in Pure Mathematics from the Lebanese University – Faculty of Sciences
- Mathematics teacher at Al-Afoq Al-Jadeed Secondary School for Grades 8, 9, and 11
- 8 years of experience in teaching
General Background
At the beginning of the school year, I was very excited to apply what I had learned during the “Introductory Journey”. I was eager to design and facilitate an Active Deep Learner eXperience using the domains of FIRST-ADLX Framework, and I was confident that it would help me achieve a deep impact, facilitate my students’ learning, and enhance their results.
Therefore, I designed and facilitated a learning journey where I applied the framework with 20 female learners from Al-Afoq Al-Jadeed Secondary School in Sidon, Lebanon. This was in the mathematics class of my eighth graders, and the lesson’s topic was “Finding the Greatest Common Divisor (GCD) and Its Application in Real Life.”
Main Learning Outcomes
I started by designing the learning outcomes, and they were as follows:
By the end of the learning journey, the learners will be able to:
Attitude Learning Outcomes:
- Feel the relevance of the concept of the Greatest Common Divisor (GCD) in their reality.
- Value the importance of finding the Greatest Common Divisor (GCD).
Skills Learning Outcomes:
- Calculate the Greatest Common Divisor (GCD).
- Apply the Greatest Common Divisor (GCD) in problem-solving activities.
Knowledge Learning Outcomes:
- Define (GCD)
- List the steps one should follow to find the (GCD).
Parallel Learning Outcomes
Attitude Learning Outcomes:
- Enjoy the mathematics class and find the subject easy.
Skills Learning Outcomes:
- Collaborate positively with peers.
Sequence of Activities
I will share with you the sequence of activities in one of the synchronous sessions.
The Opener:
Initially, I began by reviewing previous concepts related to the lesson. In the “Readiness Increase” stage, I presented two sets of numbers on the board and asked the students to work in pairs to discover the differences between the two sets. During the “Activity Facilitation” stage, the learners actively participated in identifying the differences and defining the content of each set. The first set included odd numbers, and the second set included even numbers.
Afterwards, I asked a group of learners to choose a number, write it in the designated place, and then find at least one divisor for each number. Subsequently, the other group selected all the numbers with only two divisors (one and themselves) and placed them in a third set to identify prime numbers.
Linking and Summarizing Activity:
To review some previous knowledge, I designed and facilitated a “Linking and Summarizing Activity” influenced by what I learned in FIRST’s journeys. The activity was a kinesthetic one that required focus and aimed to reinforce all previous concepts. In the “Readiness Increase” stage, I motivated and provided instructions to the learners. During the “Activity Facilitation” stage, I passed a ball among the learners, and every single learner stated a specific number before passing the ball to her peer. The receiving learner’s role was to identify whether the number was odd or even and if it was a prime number or not. This allowed for an interactive and engaging reinforcement of the previously learned concepts.
Learning Activity:
This activity aims to assist the learners in finding the Greatest Common Divisor (GCD), connecting it to real-life scenarios, and using it in their daily lives. Similar to various activities, I ensured to prepare the learners and increase their readiness by encouraging focus and providing clear instructions. As for the “Activity Facilitation” stage, I took the following steps:
- I brought 12 sticks and 18 beads and asked the students: “Can we divide these sticks and beads into groups equally?” The students began experimenting with dividing them equally in front of their peers and induced the Greatest Common Divisor (GCD) at the end.
- Then, I divided the students into 5 groups (foursomes). I distributed two types of cards to each group (various cards with different shapes such as buses, planes, stars, flowers, etc.). I asked each group to divide the cards equally among as many groups as possible and asked about the number each group consisted of.
- I assigned a task to each student in the group, with some preparing the cards, some dividing the cards, and others writing and finding the Greatest Common Divisor between the two numbers. The classroom environment was full of enthusiasm and fun, and collaboration was evident among the students in accomplishing the tasks assigned to them.
Afterwards, we moved on to the “Reviewing Actively” stage, where the students summarized the steps taken to reach the solution and discussed what was done and how to apply this concept in their lives by providing examples.
The Closure:
The learners were invited to share their insights regarding the session and the new learnt concept (hard, easy, important..)
The Mission:
Learners were invited to review what we learnt as an asynchronous mission before the following session.
Implementing the Domains of FIRST-ADLX Framework
During this session, I made sure to apply the five domains of the framework:
Focusing on the Learner Behaviors Domain:
- From the very beginning, I addressed each learner by her name.
- I ensured the participation of all learners in the session. If a learner did not have the opportunity to participate in a specific activity, I made sure she was involved in the following activity.
- I encouraged and approached the learners to foster engagement.
- Every single learner was given the opportunity to choose a number during the opener.
Interacting within Positive Group Dynamics Domain:
- I diversified interaction patterns during the session, sometimes involving pair interactions and other times working in groups.
- The atmosphere was positive throughout the meeting, as I encouraged the students to collaborate, help each other, and discuss their activities in a friendly and supportive environment.
Reviewing Activities within RAR Model:
For the “Readiness Increase” stage, I …
- Invited the learners to express their readiness for the activity.
- Clarified the instructions required for the activity before starting.
- Provided an example of the activity to ensure better understanding.
- Divided the students into groups and distributed the cards to each group before starting the facilitation stage.
For the “Activity Facilitation” stage, I …
- Monitored the learners and guided them when needed.
- Ensured everyone’s participation, encouraged and motivated them with positive words.
- Managed the time for each activity.
- Constantly moved between them, probing, assessing, and assisting them in completing tasks appropriately.
For the “Reviewing Actively” stage and after facilitating each activity, I reviewed what happened during the activity. Each group summarized what they did and discussed the lessons learnt. Additionally, real-life examples were pulled from the students, illustrating how they could apply what they learned in their lives.
Sequencing within Session Flow:
This domain was applied by ensuring a smooth flow of ideas, concepts, and activities. The session began with an opener where we reviewed previous concepts interactively to make the learners feel comfortable. I also emphasized diversity in activities, alternating between learning activities and experiential activities, taking into consideration the mental and physical states of the students, as well as accommodating different energy levels. Following the session, I assigned an asynchronous task in which the learners were given the chance to apply what they had learned.
Transforming Learning into Performance:
The primary performance learning outcome of this lesson was to apply what the learners had learnt in their real lives. Consequently, I emphasized extracting the significance of what they had learned in their lives and how to benefit from it.
The Impact of the Experience
- The learners expressed their enjoyment during and after the session, noting that they were able to understand the lesson in an engaging and non-boring way. Some mentioned that the lesson was enjoyable, easy, and comprehensible, and others felt its importance and connected it to their real-life problems.
- As a facilitator, I realized the significance of applying the domains of FIRST-ADLX Framework in education through a simple yet well-designed learning journey. This design helped capture the attention and focus of the students, increase their enjoyment and collaboration, improve their results, and make the session an Active Deep Learner eXperience for every single learner.
At the end, I would like to share some pictures of the eXperience we lived with you..
Finally, I would like to thank the facilitators and my colleagues, hoping we meet in the upcoming journeys. May Allah keep you safe and healthy.