Tom Coster – Psychology

Tag: IB Diploma Psychology

  • Estonia, mobile phones and students.

    Newsflash: Estonia’s Minister of Education and Research, Kristina Kallas, emphasized Estonia’s proactive and open approach to digital tools in education during a speech at the Education World Forum in London. Unlike many European countries that are cautious about screen time and mobile phone use in schools, Estonia encourages the use of smartphones for learning. Schools set their own rules, and students—particularly those aged 16 and up who are eligible to vote online—are expected to use their phones as tools for both civic participation and education. Kallas notes the absence of problems related to mobile use, crediting Estonia’s digitally fluent society and schools’ autonomy.

    Kallas highlighted Estonia’s long-standing digital investment, starting with the 1997 Tiigrihüpe (Tiger Leap) programme, which brought internet access to all schools. Now, the country is embracing AI and smartphone technology as the next evolution in education. Kallas predicts the decline of traditional homework essays and rote learning, pushing instead for a focus on oral assessment and the development of high-level cognitive skills. She frames this shift as essential in keeping pace with the capabilities of AI, warning that if humans don’t evolve cognitively, technology may overtake them.

    Yes. The most powerful learning tool ever, so let’s teach students how to make the best use of them. Teaching… it’s what we do.

    As teachers, we’ve all been part of the debate: are mobile phones a distraction or a tool in the classroom? Estonia’s Minister of Education, Kristina Kallas, offered a refreshing perspective this week that challenges many of our assumptions. In Estonia, mobile phones are not banned in schools—they’re embraced. Why? Because they reflect the real world students are living in, and Estonia sees them as integral to learning and civic life. Sixteen-year-olds vote online using their phones. It would be illogical, Kallas argues, to deny them the same access in a classroom setting.

    This approach got me thinking. In IB Psychology, we ask students to critically evaluate, think metacognitively, and link psychological theory to the real world. What better way to model that than by integrating the very tools students already use to explore and interact with that world? Estonia isn’t ignoring the risks—phones aren’t used during breaks, and younger students face tighter limits—but they are trusting teachers and schools to manage these decisions locally.

    The most provocative idea Kallas raised is that AI may render essays and rote learning obsolete. That’s a bold claim. But if AI can generate knowledge quickly and accurately, then the role of education must shift towards helping students think better—to question, synthesise, communicate, and reflect. Isn’t that what we’re already trying to do in the IB?

    Rather than fight the tide, maybe we should, like Estonia, ride it. But there’s no maybe about it. We should. We must!Our job, our responsibility, is to help students use them correctly, with integrity and responsibilty and respect.

  • 10 Mock Examinations (with model answers)

    This is the book everyone is asking for – sample examinations – TEN of them. And model (high-scoring) answers.

    If you’re preparing for IB Psychology, Tom Coster’s Ten examinations with model answers is an ESSENTIAL resource.

    While the IB provides just one sample exam on the MyIB Programme Resource Centre, Tom Coster’s book goes much further – TEN full-length exams (Papers 1, 2 and 3), each with high-scoring student responses. These sample answers give students and teachers a very clear insight into what a top-level response looks like.

    Instead of guessing what earns a 7, readers can analyse near-perfect responses, identify successful strategies, and improve their own writing and exam technique. For teachers, it’s a time-saving tool for revision, assessment preparation, and modelling high standards. For students, it’s like having a roadmap to exam success.

  • The In Class Practicals

    One of the most exciting features of the new IB Diploma Psychology course is the emphasis on class practicals, which give both Standard Level (SL) and Higher Level (HL) students a chance to engage directly with psychological research methods. These activities are more than just experiments, they are designed to support critical discussion of each research approach, helping students build practical understanding while making connections to real-world contexts.

    Class practicals are embedded into each of the course’s four contexts: Health and Well-being, Learning and Cognition, Human Development, and Human Relationships. Each context is linked with a specific research method:

    • In Health and Well-being: Interview.
    • In Learning and Cognition: Experiment.
    • In Human Development: Observation.
    • In Human Relationships: Survey/Questionnaire.
    Interview

    Each Context in the Subject Guide includes a list of suggested class practicals, but these are examples only and teachers are encouraged to tailor the activities to their own students and their local setting. For instance, under the Health and Well-being context, students could conduct focus group interviews on how peers manage stress, or investigate student perceptions of mindfulness practices after a class activity. Other examples include semi-structured interviews with professionals such as school counsellors or fitness coaches, or interviews exploring links between social media use and self-esteem, or exercise habits and mood.

    Importantly, Tom Coster’s Textbook includes dedicated guidance for the In Class Practicals in each context, helping both teachers and students make the most of these learning opportunities.

    The In Class Practical is not just a learning activity — it is also formally assessed in Paper 2, Section A, where students respond to four structured questions related to one of the 4 Practicals they completed. These questions test students’ understanding of methodology, concepts like bias or ethics, and the ability to design or compare research approaches.

    In short, In Class Practicals bring psychology to life, giving students the opportunity to be researchers themselves and fostering deeper, more critical engagement with the subject.

    Here is a free downloadable document describing how to complete the In-Class Practical for an interview. It includes summary notes that students would use to prepare for Paper 2 Section A.

    Class PracticalDownload

  • Class practicals in the new DP Psychology course – are…

    …a piece of cake!

    The new IBDP Psychology syllabus introduces “Class Practicals” — and understandably, many teachers are expressing some concern. But there’s good news: they’re not as big a deal as they might seem.

    First, students don’t need to each design and carry out four practicals independently. These are class activities, best done together during regular class time or in school, using the 4 research methods to prepare for Paper 1 Section B. The aim is to build understanding of experimental design, data collection, and critical thinking — not to create publishable research.

    Each of the four required Class Practicals aligns with a key method in the syllabus: experiment, observation, interview, and survey/questionnaire. Teachers are encouraged to guide the design and implementation, ensuring all students participate and reflect on the process.

    If you’re looking for support, Tom Coster’s IBDP Psychology: The Textbook is a must-have. It provides clear explanations, guidance, and a ready-to-use example for each practical. With good planning and a collaborative classroom approach, these activities can be both manageable and meaningful.

  • Trust Tom Coster with your DP Psychology teaching

    When it comes to teaching the IB Diploma Psychology course, experience and insight matter.

    With a Master’s degree in Psychology and years of hands-on teaching, Tom Coster brings strong subject knowledge and a deep understanding of how students learn. He’s worked extensively with the IB —as an exam marker, IA moderator, Extended Essay marker, and workshop leader. He knows how to read between the lines of a Subject Guide and translate it into real-world classroom success.

    What does this mean for Psychology teachers? A complete set of affordable, classroom-ready teaching materials designed to help your students succeed—whether in the IA, exams, or the new extended essay.

    The materials are:

    • Perfectly aligned with the new syllabus
    • Available in both print and eBook formats
    • Packed with simple strategies for success
    • Easy to use and built for real classroom conditions

    Tom’s mission is simple: to make high-quality Psychology teaching less stressful for teachers and their students and more effective. And judging by the response from teachers around the world, it’s working.

    Ready to simplify your planning and boost student achievement? See for yourself.

  • Teach the new IBDP Psychology course with total confidence

    The Tom Coster Collection – by a seasoned IB educator (and examiner/moderator and workshop leader), this comprehensive suite of books and teaching materials is purpose-built for the new syllabus. Whether you’re a veteran IB Psychology teacher or delivering it for the first time, this collection truly covers everything you need.

    What’s in the Tom Coster Collection?

    1. IB Diploma Psychology – The Textbook

    The flagship resource, available in print and eBook format from Amazon, this book:

    • Covers every aspect of the new syllabus
    • Includes sections on the examinations and the Internal Assessment
    • Fully aligns with the new concept-based and research-grounded approach

    2. The Complete Set of PowerPoint Presentations

    • Downloadable, editable .ppt files for all syllabus topics
    • Closely aligned with the textbook
    • Covers content and assessments, ready for classroom delivery

    3. Homework Revision Questions

    • A structured set of exam-style writing prompts
    • Can be used throughout the two-year course or as a revision pack
    • Ideal for independent learning or class-based assignments

    4. The Internal Assessment

    • A dedicated book (print/eBook) providing:
      • Detailed breakdown of IA requirements
      • Moderator-level advice
      • 16 high-quality examples of completed IAs

    5. Ten Mock Examinations with Model Answers

    • A full book with:
      • 10 complete practice exams (Papers 1, 2, and HL Paper 3)
      • Model/high-scoring answers for all questions
      • Ideal for assessment practice and benchmarking progress

    6. 70 Multiple Choice Tests

    • 30-question tests across all course topics
    • Designed for quick, comprehensive checks of student understanding
    • Great for determining readiness to move forward in your teaching sequence

    7. The Extended Essay

    • Updated to reflect the revised EE guidelines from September 2025
    • Includes:
      • Step-by-step guidance
      • 100 research question ideas with essay outlines
      • A complete, high-scoring sample EE

    8. Glossary of Psychology Vocabulary

    • Around 1,000 terms, grouped by approach and topic
    • Supports the syllabus’ emphasis on disciplinary literacy
    • A must-have for developing confident, fluent IB Psychology students

    9. 150 Essential Research Studies

    • Brief, focused outlines of 150 key research studies
    • Each outline includes:
      • Core details
      • A critical thinking mini-section
    • Perfect for building student reference banks and evidence-based writing

    10. Success at High School and College

    • A practical guide on how students can thrive academically
    • Covers note-taking, revision strategies, exam technique, and time management
    • Ideal for student onboarding or as a gift at the start of the Diploma

    What sets the Tom Coster Collection apart is that it was clearly created by a teacher (and examiner/moderator, and workshop leader), for teachers. These resources are:

    • 100% tailored to the new IB Psychology syllabus
    • Field-tested, classroom-ready, and immediately usable
    • Designed to make the complex clear, structured, and teachable

    How to Access the Collection

    • Books are available on Amazon in both print and eBook formats.
    • Downloadable materials (like PowerPoints and course outlines) are available from the official website.
    • No subscriptions. No locked platforms. Just tools that work.

    Teaching the new IB Psychology course doesn’t have to be overwhelming. With the Tom Coster Collection, you gain not just a set of materials—but a full teaching system designed to support you at every step. So if you’re looking to teach the new syllabus with clarity, confidence, and creativity—this is the collection to have on your shelf and screen.

  • A real-world issue for the in-class practicals

    The new IB Diploma Psychology course requires students to take part in four teacher-guided in-class practicals: an interview, an experiment, an observation, and a survey/questionnaire. We’re looking for issues that feel real and relevant to our students, and few topics are more urgent right now than the mental health crisis among young people.

    A recent UN-commissioned study by Jean Twenge and David Blanchflower has revealed a shocking reversal of the traditional “U-shaped” wellbeing curve. Happiness no longer dips in midlife—it now rises steadily with age, while young people are reporting record-low levels of life satisfaction. In six major English-speaking countries (UK, US, Ireland, Australia, Canada, and New Zealand), wellbeing among teenagers has plummeted—especially for young women.

    Teenager wellbeing

    One clear suspect? Smartphones and social media.

    This trend didn’t start with COVID-19. It dates back to around 2013 and has only worsened. Young people are reportedly more isolated, less socially engaged, and more exposed to cyberbullying and body shaming.

    This is exactly the kind of real-world phenomenon that DP Psychology students could—and should—investigate through in-class practicals. Imagine students designing ethical, small-scale studies examining screen time, social media use, and indicators of wellbeing among peers. It’s relevant, measurable, and personally meaningful to them.

    But maybe there are other possibilities, such as a shortage of good quality sleep. Diet? The mass media? The topsy-turvy economy and jobs market? Or maybe the teenage years were never really the greatest time of our life.

    We may not solve a global crisis in one classroom, but maybe we will start asking the right questions.

    Smartphones? Lack of sleep? Mass media? Music? Exams? Or maybe it’s ‘just a phase’

    Note that our Textbook includes a detailed section including examples of the In Class Practicals.

  • How good is the new internal assessment task for IBDP Psychology?

    As a teacher, I can’t say enough good things about the new Internal Assessment task for IBDP Psychology. Compared to the old model—where students had to work in groups to replicate an experiment, often on dry topics like Stroop effects or eyewitness testimony—the new research proposal format is a breath of fresh air.

    Now, students design a research proposal focused on a problem that actually matters to them and their target population. Whether it’s anxiety about climate change, peer pressure, bullying, or exam stress, students can explore real-world issues that resonate. They aren’t limited to running an experiment; they can propose interviews, surveys, or observations. This opens up creativity and allows for authentic engagement.

    Even better, the proposal can spark ideas for Extended Essays or even CAS projects. It’s so much simpler to teach and support—no logistical nightmares of groupwork or ethics approval for data collection. Students focus on designing ethical, methodologically sound research rather than scrambling to collect questionable data.

    In short, the new IA puts the emphasis on thinking like a psychologist, not just ticking boxes. It’s purposeful, meaningful, and a whole lot less stressful for everyone involved!

    If you’re looking for a guide to help you and your students navigate the new IA process with clarity and confidence, Tom Coster’s The Internal Assessment is essential reading. This comprehensive, step-by-step resource demystifies every stage of the IA, offers practical strategies for every research method, and includes twenty high-scoring sample proposals to inspire and guide. Say goodbye to IA stress—this book has you covered!

  • Powerpoints for the whole IBDP Psychology course

    We’re receiving very positive feedback for our comprehensive PowerPoint slides, covering the entire course, including the internal assessment and examinations. Designed to be 100% editable, teachers can add, delete, or modify slides to fit their teaching style and students’ needs.

    At just $50 for the complete set, these slides are not only a huge time-saver but also exceptional value for money. Streamline your lesson planning and deliver engaging, structured lessons with ease.

  • Peace via Hofstede’s cultural dimensions

    Hofstede’s Cultural Dimensions are interesting when we consider the Russia-Ukraine-USA situation.

    Can IBDP help achieve a more peaceful world, as the mission statement says?

    Both Russia and Ukraine share high power distance (acceptance of strong leadership) and high uncertainty avoidance (a preference for stability and control). But Russia is more long-term oriented, which means it emphasizes strategic dominance, while Ukraine is more collectivist, meaning it values community and national identity.


    The U.S., by contrast, is highly individualistic, low in uncertainty avoidance, and indulgent. These traits influence its foreign policy toward promoting democracy, personal freedoms, and economic growth.

    This fundamental cultural difference means the U.S. often supports Ukraine’s sovereignty while rejecting Russia’s authoritarian, power-driven approach.

    Hofstede’s framework helps explain the cultural differences between Ukraine and Russia that are driving the conflict and the challenges in finding a resolution. Russia’s high power distance and long-term strategic thinking make it resistant to compromise. Russia views control over Ukraine as essential to its geopolitical security. Meanwhile, Ukraine’s collectivist and high uncertainty avoidance culture fuels its strong national identity and resistance to external control and its desire to join Europe and NATO.

    The U.S.’s individualism and low uncertainty avoidance drive its support for Ukraine’s sovereignty, which fuels the tension between Ukraine and Russia.

    A path toward peace requires acknowledging these cultural differences—balancing Ukraine’s desire for independence with Russia’s security concerns while leveraging the U.S.’s preference for diplomacy and pragmatic solutions. 

    Peace can be achieved by addressing the core cultural and geopolitical needs of each side. For Russia, security guarantees, such as Ukraine’s neutrality (no NATO membership) or regional autonomy agreements, could reduce its strategic fears. For Ukraine, sovereignty and economic stability must be protected, possibly through international security assurances and reconstruction aid. For the U.S. and allies, diplomacy should focus on pragmatic solutions rather than ideological confrontations, ensuring Ukraine’s independence without escalating Russia’s insecurity.

    Hofstede’s cultural dimensions framework is lacking an important dimension. To what extent can each if these parties to the conflict be trusted to stick to any peace agreement?