| Aim | This activity aims to promote understanding of concepts such as short-term/long-term thinking, dreams, goals, plans, needs, desires, wishes, responsibilities, etc.. |
| Trainee profile | Any. People with special needs can participate as long as they are able to express themselves. |
| Learning Objectives | To build self-awareness on your own core life values
To Identify the differences between long-term and short-term thinking To develop planning skills and the ability to define goals To be aware of opportunities and risks (personal and external) when reaching goals |
| n° participants | Up to 20 people |
| Duration | 40 minutes |
| Materials | For each participant:
A copy of the handout “Mountain peak” for each participant (see the Annexes) Sheets of paper 3. Pens |
| Preparation | The facilitator has to prints the handout “Mountain peak” for each participant. |
| Implementation | 1. Start a discussion with the whole group on concepts such as aims, dreams, desires, needs, wishes, planning, acting, so as to raise awareness on the topic, to brainstorm together and to foster active listening. Give participants 5-10 minutes to discuss how these terms are perceived. You may write down some emotions or related sub-concepts on a flipchart, if there is one.
2. Give the participants a blank sheet of paper. Ask them to think of a specific long-term goal they would like to achieve and to write it down. Ask them to be as specific as possible, so as to identify a real vision of the future. If they are not at ease with defining a long- term exact goal, let them choose a dream or a wish for the future. 3. Once everybody is ready, ask the participants to think of realistic steps they need to take to accomplish the chosen goal/dream. Give them up to 5 minutes. 4. Hand out to each participant the handout “Mountain Peak” in the Annex section below and ask them to write down those realistic steps they would have to undertake in order to achieve the goal/ dream. 5. Once the participants have completed the task, ask everyone who is willing to present to the group their goal/wish and the steps to achieve it. Give them up to 3 minutes to allow all participants to partake and discuss on those proposed steps. 6. Ask for a round of applause as o common expression of gratitude to yourself and to the whole group. You can ask them how they will proceed in case some of the steps present difficulties. You should encourage the students to think of a possible plan (B) actions/steps in order to assure the achievement of the goal. |
| Debriefing | Let students reflect on such questions as:
Why do I need dreams/goals and planning to achieve them? Is it important to be aware of my goals now and plan to achieve them? If yes. Why? If not, why? When is the best time to plan? Which are my most important short-term or long-term goals? Why? How to make it easier for everyone to achieve their goals? What influences my dreams and life goals? If the group is not too big, you may ask all participants to brainstorm together to think of a possible Plan B for each of the identified goals/dreams, with adapted actions/steps in order to assure the achievement of the goal. |
| Tips and hints | In case of participants with special needs who cannot write down the values, ask a collaborator to help them out. |
| Safety measures | Not particular safety measures to take. |
| Added value | Thinking ahead and breakdown your pursuit in realistic smaller steps is a key approach to achieving your goals. |
| Variances | You might organize a one to one tutoring session with each of your participants in order to review their goals and the steps they have set up to reach them. You could ask them about the terms and details on how they plan to execute the foreseen steps. |
Reaching the goal
DREAM: written down with a date becomes GOAL: A goal broken down into steps becomes
PLAN: A plan backed by ACTION makes your dreams a REALITY
Values, Characteristics, Skills
Values, attitudes, skills
