Click on select goals to see objective examples and in some cases overlapping learning results and recommended reflection questions. In addition the Educator Drive Guide includes a table of these with overlap for learning results from different brands (e.g., 21st Century Skills, NexGen, Common Core, and more). Click on links for certain goals to access objective examples and (in some cases) more.

Learning course content
Apply course concepts/material to understand or address a community need or issue.
Recognize applications for academic skills outside of school, practice them, and identify ones to add or further develop (included: researching, presenting, etc.).
Expanding learning capacity
Learn and extract meaning from new experiences, including by reflecting on them.
Demonstrate curiosity and resourcefulness as an active/independent lifelong learner.
Learn across disciplines and connect ideas between them and to life outside of school.
Obtain, analyze, and integrate information from diverse sources.
Understand, explain, and account for complexity (e.g., interrelationships) in the world.
Stay current on new developments (including vocabulary) in a field.
Use information technology to discover or share ideas.
Career development/readiness
Effectively make and receive critiques, including of one's own performance in order to improve it.
Adapt to new situations to increase work satisfaction, options, and earning potential.
Work independently and with others, including by identifying, articulating, and resolving issues in academic and work settings.
Build familiarity with a work setting, including job training processes, types of tasks, and characteristics of impactful work (e.g., at a non-profit).
Design or manage a project by planning, prioritizing tasks, structuring time, and staying organized in order to meet objectives.
Civic learning/development
Recognize the role of civic engagement (including voting, following laws, and participating at local, state, regional, national, or global levels) in maintaining a functional society.
Demonstrate ethical behavior in personal, academic, professional, and civic activities.
Promote a healthy natural environment (e.g., suited to agricultural/economic health and democratic participation).
Contribute to social well-being, including civic, economic, physical, or emotional health.
Community Learning
Work with diverse groups (e.g., with ethnic, socioeconomic, age, or other differences).
Develop awareness of current community issues, needs, strengths, interests, experiences, and resources, including by identifying social and historical contexts.
Recognize the role of group dynamics and mobilization in politics and social change.
Recognize the presence of unique knowledge within communities (e.g., Native Americans).
Work with community support providers or advocates.
Share information with non-experts, in some cases including people with limited English skills.
Personal Development
Know (by reading, discussing, observing, journaling, etc.) and accept yourself, including by identifying values and commitments and being complete with the past.
Identify skills, attitudes, and ideas (e.g., empathy, sense of purpose and belonging, and self-confidence) that allow for creating mutually empowering relationships.
Challenge and restore yourself physically, mentally, emotionally, or spiritually to be able to keep developing abilities to create.
Use abilities (like self-awareness, skills, attitudes, and ideas) to plan, make decisions, and connect in fulfilling ways at the levels of body, group, and Earth.
Demonstrate integrity and responsibility for yourself, life outcomes, and impacts on others.
Non-student-centric results
Build relationships/reciprocity between schools and surrounding communities.
Meet community needs.
Support community organizations' missions and projects.
Increase cooperation between teachers and departments within or across schools.