Introduction
About the Facilitator
In the name of Allah, the Most Gracious, the Most Merciful.
Ms. Faiza Kiwan is an educator from Lebanon. She holds a Master’s degree in Comparative Islamic Jurisprudence and has been working as a teacher of Arabic Language and Islamic Education for seventeen years.
She implemented the FIRST-ADLX Framework while teaching the lesson “The Companions of the Prophet: Uthman ibn Affan (May Allah Be Pleased with Him)”, focusing on reflecting upon the lessons and impact derived from his life.
The learning journey targeted Grade Four primary students, aged 9–10 years, with a total of 21 learners.
Introduction to the Implementation Story
As a facilitator, I realized the importance of applying the domains of the FIRST-ADLX Framework in education through a simple learning journey that was carefully designed and thoughtfully planned. This design helped attract the learners’ attention, maintain their focus, and encourage active participation and cooperation through a variety of activities and procedures, transforming the lesson into an Active Deep Learner eXperience (ADLX).
Learning Outcomes
By the end of this learning journey, learners will be able to achieve the following:
Knowledge Learning Outcomes
- Recall key events from the biography of Uthman ibn Affan (May Allah Be Pleased with Him).
- List his most important characteristics.
- Identify his major contributions to Islam.
- Answer questions related to the personality of Uthman ibn Affan (May Allah Be Pleased with Him).
- Explain how a believer can strive to attain great rewards by reflecting on the actions of Uthman ibn Affan.
- Understand the lesson of following righteous role models through Allah’s statement:
“Muhammad is the Messenger of Allah, and those with him…”
- Memorize a Hadith regarding the Prophet’s supplication for Uthman ibn Affan (May Allah Be Pleased with Him).
Attitude Learning Outcomes
- Appreciate the values of cooperation and solidarity in resisting injustice.
- Value patience when facing hardship for the sake of the truth.
- Develop steadfastness in adhering to what is right.
Skills Learning Outcomes
- Recognize that modesty is part of faith.
- Recognize that generosity is one of the highest moral qualities.
- Practice following the example of Uthman ibn Affan (May Allah Be Pleased with Him) in generosity and modesty.
Parallel Learning Outcomes
Geography (Knowledge)
Locate the site of Bir Rumah, the well purchased by Uthman ibn Affan (May Allah Be Pleased with Him) and dedicated for Muslims to use freely.
History (Knowledge)
Explore the Army of Hardship (Jaish Al-‘Usrah) and identify the preparations required for such an army.
Performance Outcomes
- Demonstrate patience when facing hardship for the sake of calling others to Allah.
- Contribute, according to one’s ability, to supporting and spreading Islam, regardless of how simple the contribution may be.
- Model the qualities of Uthman ibn Affan (May Allah Be Pleased with Him), including generosity, modesty, and good character.
Description of the Implementation Story
The FIRST-ADLX Framework was applied while teaching the lesson on Uthman ibn Affan (May Allah Be Pleased with Him) through a carefully designed learning journey. The learning sequence was organized to ensure a logical flow of activities while encouraging learner participation and connecting historical events to values that learners could apply in their everyday lives.
Applying the FIRST-ADLX Framework
F – Focusing on Learner Behaviors
This domain was implemented by presenting activities to groups through worksheets and inviting learners to collaborate in answering before discussing their responses together.
Additional activities were presented using cards, where learners generated ideas before sharing and discussing them.
Other activities were displayed on the screen and discussed collectively with the learners.
Learners were continuously encouraged to follow the example of Uthman ibn Affan (May Allah Be Pleased with Him).
Further activities were presented through worksheets and screen presentations, during which learners wrote down their ideas before discussing them to reach the most appropriate responses.
Throughout the lesson, formative and summative oral questions were used to assess learning outcomes, while learners’ communication, thinking, and learning skills were evaluated using observation checklists.
I – Interacting within Positive Group Dynamics
Positive interaction was promoted through several activities, including:
- Explaining how they would help others after studying the character of Uthman ibn Affan.
- Completing the sentence:
“May Allah forgive you, O Uthman…”
- Matching Islamic morals with their opposite behaviors.
- Identifying examples from the life of Uthman ibn Affan that demonstrated noble character.
- Drawing a smiling face beside behaviors that reflected modesty.
- Helping a generous man decide how to spend his wealth in charitable ways.
R – Reviewing Activities Using the RAR Model
Readiness Increase
Learners began by listening to the song “The Ten Companions Promised Paradise.”
Afterward, they were presented with a riddle containing information about Uthman ibn Affan mentioned in the song:
“He is the third Rightly Guided Caliph, one of the ten companions promised Paradise, and was known as Dhun-Nurayn.”
The learners identified the correct answer before moving to the main activity.
Activity Facilitation
Learners remained engaged through expressive voice modulation while listening to the biography of Uthman ibn Affan.
Body language and interactive storytelling were used when presenting his significant contributions to Islam.
Reviewing Actively
After the story ended, learners were invited to spend one minute reflecting on Uthman ibn Affan’s eagerness to seek Allah’s reward through righteous deeds.
They then shared their reflections and conclusions regarding his noble character.
S – Sequencing within the Learner eXperience
The learning session followed an organized sequence in which the activities progressed logically, ensuring smooth transitions and alignment with the intended learning outcomes.
T – Transforming Learning into Real Performance
Learning was connected to real-life situations by asking learners questions such as:
“Your classmate forgot their lunch at home. How would you help them?”
The learners answered:
“Of course, I would share my food because I am a Muslim.”
They also expressed:
“I love Uthman ibn Affan (May Allah Be Pleased with Him) because he was generous, modest, and had excellent character.”
Impact of Applying the FIRST-ADLX Framework
Impact on the Facilitator
What impact did implementing the FIRST-ADLX Framework have on you as a facilitator?
What important insights and conclusions did you gain from this experience?
How did applying the FIRST-ADLX Framework differ from your previous teaching practices?
Impact on the Learners
What were the learners’ reactions to the learning journey?
What impact did the application of the FIRST-ADLX domains have on them?
If a particular domain had a noticeable impact on the learners, please specify it.
Impact on the School or Community
During the session, the school principal attended the lesson. One observation that stood out was the principal’s active participation in the discussion with the learners and sharing one of the blessings that had personally influenced him.
I would like to share some photographs from the learning journey we experienced together.
Conclusion
I praise and thank Allah for blessing me with beneficial knowledge.
May Allah allow this knowledge to benefit us all.