Bootcamp overlay: session-04.html may start this outcome. The official course still includes every CALM specific outcome.

Canonical lesson CALM-U1-L09 · CALM-P9 · ENHANCED_BOOTCAMP_OVERLAY

CALM-P9 - Demonstrate and apply effective communication, conflict resolution and team-building skills

• Course: CALM (PED0770) - Alberta Career and Life Management 2002
• Lesson ID: CALM-U1-L09
• Unit: U1 - General Outcome 1: Personal Choices
• Official outcome: CALM-P9
• Object type: canonical lesson (not a bootcamp session)
• Bootcamp overlay: session-04.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

demonstrate and apply effective communication, conflict resolution and team-building skills barriers to communication and strategies to enhance communication for negotiating conflict, and issues and difficulties in resolving conflict pressure and negative views of others

Classroom restatement: Demonstrate and apply effective communication, conflict resolution and team-building skills.

Learning intention

Meet CALM-P9 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-P9 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-P9, 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 one barrier to communication that is not “people are rude”? Typical miss: assuming motives.
2. Teaching unique to CALM-P9 (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 one barrier to communication that is not “people are rude”? Typical miss: assuming motives.

Teaching (unique to CALM-P9)

Communication, conflict resolution, and team-building are skills with observable moves. Barriers: interrupting, mind-reading, public call-outs, mixing task conflict with personal attack. Strategies: I-statement on the task (“I need the till counted by 21:00”), paraphrase, one issue at a time, time-out if voices rise, return with a proposal. Negotiation is not winning. Team-building here is role clarity and a check-in, not trust falls or forced personal sharing. Negative views of others are challenged with evidence from the scenario, not with required compliments about classmates’ private lives.

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 the till script, ~40 s. What: two-column: Attack-the-person | Work-the-task.

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

Worked example (Cedar Bend)

Conflict: Jordan counted the kiosk float as $80 given; Sam counted $75. Jordan says Sam “doesn’t care.” Repair: separate the till math from the accusation. Script: “I have $80 on my slip; you have $75. Let’s recount together and then write the difference for the teacher.” Team-building: they add a two-person count rule to the charter. No yelling practice. No real money.

Guided practice

River wants the closing role every night. Negotiate a rotation using one I-statement and one paraphrase.

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: Label barrier vs strategy on six sentence strips.
• CORE: Write a 6-line script that stays on the task.
• PROFICIENT: Add a team-building rule that does not require personal disclosure.
• ADVANCED: Show how “Sam doesn’t care” is a negative view, then replace it with a checkable fact.

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 (roles, how we disagree, how we recount). Independent students write a solo “if I had a partner” charter.

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

Conflict resolution = the loudest person wins, or forcing students to process real family fights in class.

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-P9. 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-P9 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-P9 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-P9. 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).