Back Rating System 0= not at all 1= strongly disagree 2= disagree 3=somewhat acceptable 4=agree 5=strongly agree Goal 1: Rewrite and implement interdisciplinary units using the concept-based framework. Rating: 4 As I wrote these units, I referred to Dr. Erikson's book, Stirring the Head, Heart, and Soul, and tried to follow her approach with fidelity. I had a hard time at first selecting the concepts, and I referred to the IB Middle Years Programme materials in helping to decide on appropriate concepts and plan the unit effectively. After I settled on concepts and began planning, I felt much more comfortable. I started to see how the concept could really make the units cohesive and give them a theme that I could continue to refer back to. However, I felt that I struggled with applying the concept-based framework to my Greek mythology unit, and there were many times when I had to take a step back and ensure that I was following a concept-based curriculum, and not falling into the content-based trap. I feel like I could have done a better job developing the unit and pulling in other disciplines to expand on the concept that I selected. I had difficulty not only planning for all the content, but also making sure that the content was tied to important research-based teaching strategies. Goal 2: Implement creative, research-based teaching strategies. Rating: 4 I researched creative teaching strategies as a part of my coursework for Creativity and Divergent thinking. I set this goal with the idea that the course would discuss many classroom strategies and applications. However, the course turned out to be based on theoretical concepts rather than practical ones. When I began planning my own independent research project for the class, I focused on classroom applications, and was able to compile a large list of different strategies that could increase creativity in the classroom. While some were more nebulous, like "create a classroom environment that is accepting of mistakes," other strategies were more concrete, like "prompt students to invent a product and market it" (Batchelor and Bintz, 2013). For my next practicum experience, I want to implement more creative strategies now that I feel that I have a more solid grasp on what they are. Goal 3: Use strategies learned in master's coursework to better serve gifted students' needs. Rating: 5 I kept strategies learned in my coursework in mind throughout the entire practicum experience. The concept-based framework itself was a strategy, but I also included simulations, student choice, projects, and book studies. Rather than trying to force in strategies, I thought about what I wanted the students to learn and what kind of strategy would be the best vehicle. During my Holidays Around the World unit, I had the students create presentations on Google Slides about the holidays that they had learned about. I also had them reflect on similarities and differences between different cultures' celebration of Christmas, and why those differences may be present. During the economics unit, the students participate in several simulations, including check-writing and budget-planning, and then market and sell their own product. In the Greek Mythology unit, students study Greek myths, draw connections between them and other literature, and plan a Greek festival day using their knowledge of ancient Greek traditions and culture. I felt that I did a strong job of trying to integrate strategies that I had learned throughout my master's coursework.