FIRST Framework Design and Facilitate Active Deep Learner eXperience

Bahgat, M.; Elsafty, Ashraf; Shaarawy, Ashraf; Said, Tamer

doi:10.11114/jets.v6i8.3337

Cited by 11 publications

(29 citation statements)

References 24 publications

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“…Research studies about TPD suggest that teachers should live the learning experience as learners to be able to provide this experience to their students (Bransford et al 2000;Bahgat et al 2018). Learning experience includes every experience they live during the learning journey such as the facilitation method of the educator, curriculum and content, learning activities (Harvey et al 1992;Benckendorff et al 2009).…”

Section: Teachers Live the Experience As Learnersmentioning

confidence: 99%

“…FIRST as a Holistic framework Bahgat et al (2018) claimed that FIRST framework is designed to be a holistic framework that synthesis the different theories and models of learning and education. Qualitative data from teachers who attended FIRST program supported this claim: "I believe that FIRST is a "Complete Scheme" and a "perfectly designed framework", each principal in FIRST is easy to understand, useful, and also practical in learning activities.…”

Section: Design Using Firstmentioning

confidence: 99%

“…Many researchers have thoroughly explored the Teachers' professional development domain with the efforts to develop and train teachers on how to understand, experience, practice and leave a sustainable impact on learners (Kennedy 2005;Koster et al, 2008). FIRST framework has been developed by SeGa Group which is a research-based talent development organization established in US (Bahgat et al 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The fourth stage was mentoring and coaching which continued over three months of follow-up with the participants in order to assure they are practicing and applying their newly acquired knowledge and skills, as emphasized by Kennedy (2005). Each participant was required to conduct three to five facilitation session and record them on video then send those videos to SeGa mentors and assessors to evaluate his performance against the benchmarks of FIRST framework (Bahgat et al 2018). During this stage each participant received feedback about his/her videos through a one-to-one meeting with SeGa mentor.…”

Section: Introductionmentioning

confidence: 99%

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Validating the Impact of FIRST as a New Learner Experience Framework for Teachers Professional Development

Bahgat¹,

Elsafty²,

Shaarawy³

2020

International Conference on Education

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Teachers’ Professional Development ‘TPD’ has always been an area of growing interest in educational research. Several researchers have thoroughly explored the TPD domain aiming to develop and train teachers on how to understand, experience, practice and have a sustainable impact on learners. FIRST (Bahgat et al. 2018) is a new learner experience framework, which consists of five domains; focusing on learner ‘ F’, interacting within group dynamics ‘ I’, reviewing actively ‘R’, structuring and sequencing ‘S’, and transforming learning into performance ‘T’. It is designed based on educational psychology, neuroscience, and cognitive psychology, to create a framework that promotes active deep learning and inspires a positive transformation in mindset and behaviours. FIRST was applied on a TPD program named Roadmap of Outstanding Educators ‘ROOTS’. The participants were one hundred and seven teachers. This paper attempts to explore the impact of FIRST Framework on TPD, teachers experience as learners and teachers motivation to transfer their learning into performance in the classrooms. The study employed exploratory sequential mixed methods design using case study methodology. Qualitative data was analysed and interpreted into codes and themes. Quantitative data was analysed using SPSS. Major findings: (1) Teachers reported that FIRST is comprehensive and compiles various educational theories, models and strategies, they were able to apply the principles and strategies in their classrooms immediately after the professional program days were over, (2) Student’s feedback and overall experience were enhanced, (3) Some schools has adopted FIRST as a learner experience. These findings recommended that teachers should live the TPD experience as learners. The TPD programs should include follow up phase to enhance teachers’ experience and encourage the transfer of learning into performance. Keywords: Active Learning; Deep Learning; Student Experience; Teachers Professional Developmen

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Section: Teachers Live the Experience As Learnersmentioning

confidence: 99%

Section: Design Using Firstmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Validating the Impact of FIRST as a New Learner Experience Framework for Teachers Professional Development

Bahgat¹,

Elsafty²,

Shaarawy³

2020

International Conference on Education

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“…In his book, Bahgat (2018) synthesizes various theories to generate the FIRST Framework. He refers extensively to the theories of experience economy, transfer of learning and 6D model, facilitative learning, active learning, deep learning and adult learning, all of which are classified as the primary theoretical influence (Bahgat, Elsafty, Shaarawy, & Said, 2018). Other theories that resonate in this book are elaboration theory, ARCS model (attention, relevance, confidence and satisfaction), flow theory, cooperative learning theory, game-based learning and experiential learning theory, which are classified as the secondary theoretical influence.…”

Section: First Frameworkmentioning

confidence: 99%

Transforming a School into a Learning Community by Integrating FIRST Framework through a Professional Development Framework

Farhat¹

2019

JETS

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This study recounts the cyclic process that one private school developed and implemented for the purpose of professional development PD of its staff during an academic year. The process consists of five stages that constitute the framework for PD. The content used to implement the PD framework was a learning framework that focuses on students’ active deep learning, FIRST. The implementation of the PD incorporated many tasks such as training, coaching, classroom observations and learning walks, all of which were delegated to teachers as a way to distribute leadership. Other tasks included formative assessment of teachers’ skills, reflection on practice, and planning for action. At the end of the year, the impact of the PD was investigated through questionnaires, classroom observations, lesson plans, and interviews with students. It was found that teachers preferred the newly adopted PD framework to preceding professional development programs and reported to have benefited more than they had previously. Classroom observations conducted by external and internal observers indicated that the teachers were integrating the majority of the newly introduced skills in their classroom performances. Finally, students, when interviewed, used much of the terminology that were elicited from the learning framework, FIRST, which constituted the content of the PD framework their teachers had undergone. In addition, they reported to have learned considerably from the newly adopted activities and practices by their teachers and enjoyed the new approaches used in their classrooms.

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