Session 02 — SMART goals and time management

Course: CALM (PED0770). Topic: CALM-PC-02. ~75 min.

Package: semester_ready\packages\CALM-PC-02\. Connect to umbrella project roles.

Official outcomes / topics

• CALM-P5: strategies for lifelong learning, managing time, procrastination, adapting to learning situations.
• CALM-P3 / P4: decision tactics — SMART is a tactic, not a personality brand.
• CALM-C3 (preview): goals connect to lifestyle and later career planning.
• Canon: priorities; planning; SMART; monitoring.

Learning targets

1. Rewrite a vague wish into a SMART goal using given Jordan data or school-safe personal data.
2. Build a 7-day hour map that includes sleep, school, job, and a CALM block.
3. Pick a provisional project role (operations / budget / communications / quality liaison) or Track P.

Prerequisites

Session 01 folder and three baseline goals.

Diagnostic / retrieval

Jordan’s baseline: “sleep more.” Ask: Is it specific? measurable? timed? (No.) Students mark S/M/A/R/T on a checklist.

Instruction

SMART in this room:

• Specific: what action, not a mood.
• Measurable: a number you can check without a doctor (hours, pages, shifts).
• Achievable: inside the given hour map (you cannot add a 40-hour job to a 30-hour school week without a trade-off).
• Relevant: tied to CALM outcomes or the kiosk/private budget.
• Time-bound: this week / this month — not “someday.”

Procrastination (P5): the repair is a first 10-minute action, not shame. Example: open Section A and write one goal — that is the 10-minute action.

Umbrella roles: operations (hours), budget (numbers), communications (honest product claims), quality/safety liaison (points to Chem safety card; does not teach HCS3000). Track P students write “budget self” as the role.

Timed visuals

id	trigger	duration	alt	teacher cue	tutor cue
CALM-VIS-02-SMART	After diagnostic	80 s	Five boxes S-M-A-R-T filled for sleep goal	“Measurable ≠ medical test”	Reject BMI/weight goals
CALM-VIS-02-WEEK	Minute 28	90 s	168 h bar: 52 school+travel, 21 job, 49 sleep (7×7), remainder	52+21+49=122; 168−122=46 h leftover	Compute leftover; don’t moralize phones
CALM-VIS-02-ROLES	Minute 50	45 s	Four role badges	“Role can change in session 10”	No personality quiz as destiny

Modelling / worked examples

Vague: “Get organized.”

SMART for Jordan: “By Friday 2026-08-22, I will write three CALM artifacts into Section A and set a 20:30–21:00 phone-off block on Mon/Wed/Fri job nights, checked on a tally card.”

Hour map (teaching, not Jordan’s medical sleep need): 7 nights × 7 h = 49 h sleep target as a planning number. School day 08:30–15:20 = 6 h 50 min × 5 = 34 h 10 min plus 40 min × 2 × 5 bus = 6 h 40 min travel → school+travel ≈ 41 h. Job 12 h. Subtotal ≈ 102 h. Remaining ≈ 66 h for meals, homework, social, extra shifts. If Jordan adds Saturday 8 h, remaining drops by 8 — show the subtraction.

Project role model: “I will try budget because I can subtract. If I hate it, I switch to operations by session 10.”

Guided practice + answers

Rewrite Jordan goal 1 (sleep) SMART without diagnosing insomnia:

“On job nights this week, lights-out by 22:30 on at least 2 of 3 nights, tallied on the card.”

Look-for: number + this week + no medical claim.

Second: CALM block “Tue/Thu 19:00–19:40 portfolio” — 80 min/week.

Independent practice

• FOUNDATION: Fill S-M-A-R-T boxes for “finish Section A.”
• CORE: 7-day table with school, job, sleep 7 h, CALM 40 min × 2.
• PROFICIENT: Show what happens if an extra Saturday shift is added (−8 h; which goal slips?).
• ADVANCED: Write a role charter: 3 duties, 1 duty that is out of scope (no chemical mixing; no real credit files).

Project connection

Provisional role recorded on the Section A card. Track E students note that Chem 20 polarity work is science class, not CALM mixing.

Checks for understanding

“Can SMART require a blood test?” No. “Can leftover hours be negative?” Then a goal is not achievable without dropping something — name the drop.

Misconceptions

Wrong	Repair
“SMART means grind 24/7.”	Achievable includes sleep as a planned block.
“Learning styles determine my goals.”	Old 66-row ‘learning styles’ row is nearest-mapped; we do not teach neuromyths as science. We teach time allocation.
“I must share my real phone addiction in class.”	Use Jordan’s 23:40 phone; private tally optional.
“Quality liaison = HCS instructor.”	Pointer only.

AI Tutor prompts and safeguarding boundaries

Allowed: “Turn this vague goal into SMART using hours, not health diagnoses.” “168 minus these blocks.”

Forbidden: weight-loss/body goals; “are you depressed if you procrastinate?”; career destiny quizzes. Crisis → human supports (Kids Help Phone, 211, 911, teacher). No false praise (“amazing trauma share”).

Human-tutor handoff

Executive-function IEP: use a two-block day instead of 7-day grid. Scribe OK.

Exit ticket

Write one SMART goal for this week (fictional or school-safe). Star a project role or Track P.

Sample answer: “By session 03, I will complete the wellness wheel for Jordan with five labels.” Role: communications.

Homework

Tally card: two CALM blocks. No family time-use surveillance.

Teacher guidance

Do not mark students down for choosing Track P. Do not allow public body/weight goals. Date any printed “productivity” blog; they are not PoS.

Materials

SMART worksheet; 7-day grid; role badges; tally cards.

Preparation

Wipe last year’s Catholic 25 “search for meaning” opener if it is still in a binder.

Timing

Min	Move
0–8	Retrieval on vague vs SMART
8–25	Teach SMART + 10-minute anti-procrastination action
25–40	Model hour map with numbers
40–58	Guided rewrite + independent levels
58–68	Role selection
68–75	Exit

Online alternative

Spreadsheet hour map. Private dropbox for personal SMART goals.

Low-technology alternative

Paper grid. Phone tally = hash marks. No app required.