Bootcamp overlay: session-01.html may start this outcome. The official course still includes every CALM specific outcome.

Canonical lesson CALM-U1-L03 · CALM-P3 · ENHANCED_BOOTCAMP_OVERLAY

CALM-P3 - Develop and assess personal strategies to enhance creative thinking skills

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U1-L03
• Unit: U1 - General Outcome 1: Personal Choices
• Official outcome: CALM-P3
• Object type: canonical lesson (not a bootcamp session)
• Bootcamp overlay: session-01.html - overlay may *start* this outcome; it does not replace the full lesson
• Characters: fictional Cedar Bend, Jordan, Sam, River (never the student as a case study)

Official outcome text

develop and assess personal strategies to enhance creative thinking skills thinking solving capabilities

Classroom restatement: Develop and assess personal strategies to enhance creative thinking skills.

Learning intention

Meet CALM-P3 with instruction, practice, and a check that is unique to this outcome. The 10-session bootcamp is a separate accelerated pathway. This file is the canonical lesson.

Students can succeed without disclosing private life. Pass is allowed on personal questions.

Success criteria

1. Restate CALM-P3 in classroom language without swapping in a different CALM outcome’s worksheet.
2. Complete the worked-style task using only fictional Cedar Bend evidence and given numbers where money appears.
3. Produce a FOUNDATION, CORE, PROFICIENT, or ADVANCED artifact as assigned.
4. Use the privacy box: no required disclosure; private alternative where this outcome needs it.

Lesson ≠ bootcamp session

This is one official specific outcome. If a 10-session bootcamp file mentions CALM-P3, that file is an overlay starter only. Taxes, insurance, P10-P12, and the C11 capstone remain full-course lessons even when week-1 bootcamp is busy with other topics.

Sequenced ~75 minutes (adjust to the block)

1. Diagnostic / retrieval (5 min) - How many options can you list for “River is bored on Sunday” in 45 seconds? Typical: one option. Repair: fluency before judgment.
2. Teaching unique to CALM-P3 (15-18 min).
3. Diagram at the cue below (under 90 s showing time).
4. Worked example with Jordan / Sam / River (12 min).
5. Guided practice (12 min).
6. Independent FOUNDATION→ADVANCED (15-18 min), including private/independent option.
7. Misconception repair + exit ticket (8 min). Human-tutor handoff if crisis or privacy flags appear.

AKOS diagnostic / retrieval

How many options can you list for “River is bored on Sunday” in 45 seconds? Typical: one option. Repair: fluency before judgment.

Teaching (unique to CALM-P3)

Creative thinking in CALM is a skill set, not an art talent test. Strategies include: generate many options before judging; reverse the problem (“how could we make lineups worse?”); combine two weak ideas; constrain the idea (only $40 given budget); switch viewpoint (customer vs closer). Assessment means testing an idea against criteria: safe, legal, privacy-respecting, doable this week. Brainstorming is not the same as deciding (that is P4). Students may pass on personal stories and still generate options for Cedar Bend characters.

Do not invent FNMI content. Do not paste unrelated GTI chapters into this lesson. Do not reuse a mole worksheet, a different CALM outcome’s confession prompt, or a real household budget.

Diagram timing

When: before ranking, ~45 s. What: two columns: Generate | Judge. Cue: do not mix the columns yet.

Keep figures simple (schedule strip, budget table, help-seeking map, comparison chart). Timed visuals are teaching aids, not decoration.

Worked example (Cedar Bend)

Problem (fictional): the kiosk lineup is slow at lunch. Jordan lists eight ideas without ranking: extra napkin station, numbered tickets, two-minute greeting script, pre-fill bottles, a “return later” card, swap roles at 12:10, a chalkboard wait-time, a quiet line on the sidewalk. Then they score three ideas on safety, cost (given $0 extra), and fairness. Winning idea: numbered tickets from scrap paper - no new spend, no crowd-control risk.

Guided practice

Sam’s study block keeps getting skipped. Generate six options, then keep two that do not require buying a new gadget.

Near-miss to repair: using a different outcome’s template (a P12 confession prompt in a money lesson, or a real family budget in a health lesson).

Independent practice

• FOUNDATION: List five options for one Cedar Bend problem; do not rank yet.
• CORE: Rank three options with two criteria (safe, doable).
• PROFICIENT: Add a reverse-the-problem list and harvest one useful insight.
• ADVANCED: Write a 6-line assessment of why the “buy an app” idea fails the given-budget criterion.

Independent (solo) students complete the same levels on the Cedar Bend kiosk brief or the private packet. No group is mandatory.

Privacy box

Use a fictional persona or school-safe examples. Students are not required to disclose private family details. A private/independent option is always available.

Shared project

This outcome does not require the micro-enterprise. Students continue the independent Cedar Bend kiosk option if they are in that stream, or skip project artifacts today.

Independent option remains available: solo kiosk brief, given numbers only.

Misconception to repair

Creative thinking = being artistic, or judging the first idea as the plan.

Tutor repair: name the wrong idea, give the classroom rule, return to the persona card. No shame.

AKOS instructional layer

Function	In this lesson
Diagnostic	Retrieval prompt above; typical misconception named.
Outcome map	One official code: CALM-P3. Bootcamp overlay (if any) does not replace this lesson.
Sequenced lesson	Diagnostic → teach → diagram → worked → guided → independent levels → check.
Mastery check	FOUNDATION through ADVANCED products; not a diploma.
Misconception repair	Named below; tutor must not praise the wrong idea.
Tutor handoff	AI Tutor is not a counsellor. Human tutor / teacher / counsellor as specified.
Evidence capture	Exit ticket in the student folder; no crisis text in curriculum files.

AI Tutor and human-tutor handoff

The AI Tutor grounds on CALM-P3 only. No false praise. No invented financial products, labs, or counselling protocols. No silent skip to a different outcome.

If a student writes about wanting to die, being unsafe, or being harmed: do not role-play therapy, do not ask for more trauma narrative, do not praise the disclosure as an assignment. Say you are not a crisis service. Name teacher, counsellor, 911 if immediate danger, Kids Help Phone 1-800-668-6868 / text CONNECT 686868, 211 Alberta. Hand off to a human.

Human tutor / teacher: privacy breach, crisis language, requests for real banking, sexual-history questions, or HCS3000 file uploads.

HCS3000

LINK_ONLY. Do not ingest, unzip, copy, or grade HCS3000 certificates, rosters, or module files in OEOM. Point students to the external course if the school offers it. CALM workplace talk stays at this lesson’s level.

Checks for understanding

• Restate CALM-P3 without using another outcome’s worksheet.
• Evidence comes from the lesson’s worked/guided materials or a persona card.
• Private alternative used if the student prefers not to share personal detail.

Formative evidence

Collect the independent-practice artifact for CALM-P3. Three lines: (1) outcome in own words, (2) one evidence fact from today’s materials, (3) one question still open.

Provenance

Official wording from Rapid-3 _official_math_calm_outcomes.json (CALM) aligned to ALBERTA_SENIOR_HIGH_OFFICIAL_OUTCOMES.csv. Lesson IDs match promote_full_courses.py calm_calendar() / canonical_lessons.json. Pack written as outcome-correct canonical markdown (lesson ≠ session).