• Decision-making strategies: make lists of pros and cons; create a web or mind map outlining various options and their implications; reflect on their options with family members and friends; speak to a guidance counsellor, Elder, Métis Senator, knowledge keeper, knowledge holder, or other trusted adult; prepare a list of criteria for evaluating options 
• Goals: Personal: to find relevant opportunities to volunteer, including volunteering as a mentor, that reflect their interests and what they have learned about themselves in this course; Social: to join an extracurricular group or club that reflects their interests; Educational: to make course selections informed by their personal profile and Individual Pathways Plan (IPP); Career/life: to seek part-time work in a career sector that interests them 
• Processes for evaluating and revising goals: make a habit of monitoring their progress towards meeting their goal, and noting the kinds of obstacles they face along the way; use the insights they gain through self-monitoring to recognize when it’s time to decide on adjusting either the pathway to their goal or the goal itself

• Why is it important to have short-, medium-, and long-term goals? 
• Why is it important to develop your decision-making skills? How can they help you to achieve your goals? 
• Why are some decisions easier to make than others? What strategies have you used when you have had to make a difficult decision? Why it is helpful to seek different perspectives before making a decision? 
• Have you ever made a decision that a friend or a caring adult did not approve of? How did you cope with that? 
• Postponing a decision to give yourself more time to think or to consult with others can give you more confidence in the decision you make. What are some other possible impacts of postponing a decision, either positive or negative?

Encourage students to consider the decision-making and goal-setting approaches that work best for them from a cultural perspective.

• Why is it important to review and evaluate your choices and objectives, and possibly revise them? In the review process, what did you ask yourself in order to assess if you were on a path that would get you closer to your goal? What did you learn about yourself and about areas you may need to work on? How was this information helpful in identifying or rethinking your goals? 
• What have you learned that it is important to keep in mind when making decisions about your goals? What process would you apply when rethinking a decision you made in the past? 
• What might you learn by interviewing a parent, guardian, Elder, Métis Senator, knowledge keeper, knowledge holder, or other trusted adult about the skills and strategies they have used to become a lifelong learner? How might reading or listening to a media inter-view about someone you admire inform your approach to overcoming obstacles and revising your goals?

Teachers can encourage students to record their reflections on the process of developing and revising goals in their Individual Pathways Plan (IPP).