Tool: Examples for formalizing learning goals

Examples of formally written learning goals by competency domain

Participants can…

Communication and expression: 

… listen to the ideas and opinions of others without interrupting; assert their ideas and opinions within peer groups as appropriate / …explain which style of communication they most often use and identify other styles of communication observed in others/ …express themselves using creative, artistic and cultural activities/ …communicate calmly and effectively in challenging situations

Identity and self-esteem: 

…engage in activities that help them learn about themselves/ …explain a range of influences to their identity and the identity of others/ …respectfully engage in activities together and speak out against bullying/ …express gratitude and appreciation to other peers

Leadership and influence: 

…describe multiple styles of leadership and leadership styles of others/ …influence family, friends and peers in positive and constructive ways/ …build trust with persons who they don’t know or with persons who have been hurt by conflict/ …take initiative to transform conflict in positive ways (or build peace) in family, friend and peer groups, or within the community

Problem solving and managing conflict: 

…gather and analyse information from a range of sources/ …reframe negative views of conflict towards more positive ones; find ‘win-win’ solutions to conflicts in family, friend & peer groups, or in the community/ …intervene and de-escalate conflict; negotiate between persons or parties in conflict/ …facilitate dialogue in groups and build consensus around shared issues

Coping with stress and managing emotions: 

…identify and describe a range of emotions felt by oneself and others involved in reference to a specific situation or event/ …explain practical techniques one can employ to deal with negative emotions/ …exhibit calm behavior in challenging situations; help others to feel calm or heal from traumatic experiences/ …forgive those who have caused hurt or pain; rebuild damaged relationships for oneself and support others to do the same

Cooperation and teamwork: 

…identify persons who feel excluded in groups and describe a diverse array of groups who are marginalized in the community/ …include others who have been excluded in cooperative activities; solve problems cooperatively/ …engage in activities that support a feeling of community; organize events and activities in the community; bring diverse persons and groups together/ …use participatory methods and facilitate cooperative activities in groups

Empathy and respect: 

…appreciate the ideas and opinions of others; understand the challenges and struggles of others/ …recognize and explain the feeling of others and reasons behind certain feelings/ …console, counsel or comfort others who have experienced hurt or pain/ …engage in activities that serve the community and care for others

Hope for the future and goal setting: 

…plan and organize activities; manage time towards the achievement of a goal/ …describe alternatives to violence and conflict; describe what the future would look like with no conflict or violence/ …describe the steps needed to achieve a goal

Critical thinking and decision making: 

…identify stereotypes of family, friends and peers; describe common stereotypes, prejudicial behavior, racism, sexism, etc. seen in the community/ …describe the influences to one’s own opinions and the factors that influence the opinions of others/ …doubt, question, inquire, analyze, test and make conclusions when presented with unreliable information/ …analyze multiple sources of information and make sound decisions

Creativity and innovation: 

…see opportunities when they arise & take them/ …take healthy risks and experiment with alternative approaches to find the best possible solutions to problems/ …brainstorm with others in groups and generate new ideas/ …imagine creative alternatives to the present conflict or humanitarian situation.

For evaluation purposes, the phrase ‘Participants can…’ may be replaced by ‘Can participants…?’. Learning goals can further be transformed into indicators by assigning a number or percentage to statements.