Bootcamp overlay: session-02.html may start this outcome. The official course still includes every CALM specific outcome.

Canonical lesson CALM-U1-L04 · CALM-P4 · ENHANCED_BOOTCAMP_OVERLAY

CALM-P4 - Develop approaches/tactics for creative problem solving and decision making

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U1-L04
• Unit: U1 - General Outcome 1: Personal Choices
• Official outcome: CALM-P4
• Object type: canonical lesson (not a bootcamp session)
• Bootcamp overlay: session-02.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 approaches/tactics for creative problem solving and decision making importance of self-confidence cope with challenges and overcome obstacles difference, for self and others

Classroom restatement: Develop approaches/tactics for creative problem solving and decision making.

Learning intention

Meet CALM-P4 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-P4 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-P4, 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) - What is the difference between a brainstorm list and a decision? Typical error: treating them as the same.
2. Teaching unique to CALM-P4 (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

What is the difference between a brainstorm list and a decision? Typical error: treating them as the same.

Teaching (unique to CALM-P4)

Decision making is a tactic, not a vibe. A classroom model: (1) name the decision, (2) gather given facts, (3) list options, (4) predict consequences for self and others, (5) choose, (6) review after a set time. Self-confidence here means willingness to use the steps when the choice is uncomfortable, not a personality score. Obstacles are named as conditions (bus times, shift policy) rather than “I’m bad at decisions.” Difference from P3: P3 generates; P4 selects and owns a next step. Growth is shown by reviewing a fictional decision after one week on the calendar.

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: after naming the six steps, ~70 s. What: numbered decision path (name → facts → options → consequences → choose → review).

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

Worked example (Cedar Bend)

Decision: River can cover Friday kiosk 16:00-21:00 (given) or attend Cedar Bend Skills Night 16:30-18:30. Facts: kiosk needs two people; Sam is already booked; Skills Night is once a month. Options: (A) work full shift, (B) split with Jordan 16:00-18:00 then Skills Night, (C) skip kiosk. Consequences: A = pay (given $14/h × 5 h = $70 before any tax talk - education, not advice) but miss Skills Night; B needs supervisor OK; C leaves the team short. River chooses B if the supervisor agrees, else A, and reviews Sunday. This is not financial advice.

Guided practice

Jordan must choose a 30-minute homework block. Run the six steps using only the given timetable.

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: Fill the six-step template for River’s Friday choice (one sentence each).
• CORE: Add consequences for the team, not only for River.
• PROFICIENT: Write the review question River will answer on Sunday.
• ADVANCED: Explain how self-confidence is shown by using the steps, not by never feeling unsure.

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 (only where it fits)

Sustainable Community Water & Hygiene Micro-enterprise - Team charter: how the kiosk decides shift swaps. Independent students complete the same six steps on the solo brief.

Independent option (always on): solo “Cedar Bend refill kiosk” brief with the same given numbers. No family interviews. No home plumbing photos.

Misconception to repair

“Go with your gut” as the whole method, or forcing students to disclose a real family decision.

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-P4. 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-P4 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-P4 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-P4. 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).