Tom Coster – Psychology

Tag: ib-psychology

  • IBDP Psychology and peace negotiations

    Understanding conflict is important for peace in Ukraine. Two elements of the IBDP Psychology course would help both Ukraine and Russia achieve peace – if that’s what they want.

    Peace tnrough IBDP Psychology

    If peace is the goal, Sherif et al. (1957)’s The Robbers Cave Study and Henri Tajfel’s Social Identity Theory offer hope.

    In the Robbers Cave Study, Sherif divided teenage boys at a summer camp into two competing groups. Initially, they bonded in their own groups. When competition was introduced, hostility erupted between the groups. Tbe conflict was resolved when the boys were given superordinate goals – to fix a leaking water tank. Working together, the mete act of required cooperation against a shared problem, turned the rival groups into allies.

    Henri Tajfel’s Social Identity Theory (SIT) explains how people categorize themselves into groups, leading to an “us vs. them” state – emphasis on the ‘versus’. The perceived difference triggers conflict. But SIT also shows that group identities can be reshaped. When people see themselves as part of a larger, inclusive group, intergroup conflict decreases, cooperation is possible and peace between previously warring groups can occur.

    Applying this knowledge about human behavior can lead to peace in Ukraine and Russia. It’s about creating shared goals and identities. The Orthodox church leaders in Russia and Ukraine could play a role here. Instead of reinforcing divisions, the church leaders could highlight common interests: we are more alike than different. Economic leaders such as the IMF could show that both countries, working together through a Free Trade Agreement could achieve economic growth and, more importantly, economic development.

    Of course, this presupposes that both Ukraine and Russia want peace.

  • IBDP Psychology: Lesson One

    IBDP Psychology: Lesson One

    I’ve been thinking about my first few lessons for next year’s new IBDP Psychology course. I want to make it immediately relevant and meaningful to the students. What better way to do that than by using psychology itself to explain how they will learn best?

    Neuroplasticity: Why simple repetition works.

    A robust psychology theory is neuroplasticity, the brain’s ability to change and adapt based on experience. This is one of the topics in the biological approach and it ties directly into how students develop their skills and retain knowledge in all of their IBDP classes. Through repetition and rehearsal, neural pathways are strengthened—a process known as myelination. When students rewrite notes, engage in retrieval practice, or explain concepts to others, they are literally strengthening the neural networks to retain information.

    In my first lesson, I’ll show students how scientifically-backed learning strategies—like spaced repetition, active recall, and scaffolding—aren’t just things we suggest as teachers, but are grounded in psychological research. If they understand why these strategies work, they’ll be more likely to use them.

    Causality – the cause of learning

    This elegantly connects to one of psychology’s core concepts: Causality. There is a clear cause-and-effect process at play. If students consistently engage in structured note-taking and revision (cause), they strengthen their neural pathways (effect), leading to improved retention and recall. This lesson will help students recognize that their academic success isn’t just about talent or intelligence—it’s about how they use their brains effectively.

    Starting the course this way accomplishes two things:

    1. It immediately makes the course feel relevant because the students will see that psychology isn’t just about research studies but about their own experiences, habits, and learning processes.
    2. It gives them a toolkit for success. If they embrace evidence-based study strategies from day one, they’re more likely to perform well not just in psychology, but in all their IBDP subjects.

    I want my students to leave their first Psychology lesson not just excited about Psychology, but empowered by it.