Tag: learning

  • 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.


  • Sleep – the overlooked health treatment

    Sleep – the overlooked health treatment

    As psychology teachers, we’re often at the front and centre of mental health discussions – with students and also with colleagues. We teach our students about the biological, cognitive, and social explanations of disorders, the effectiveness of SSRIs, and the transformative power of CBT. And yet, one of the simplest and most effective interventions remains woefully underemphasized: adequate sleep.

    There is a mountain of credible, published research highlighting just how significant sleep is to emotional regulation. We have compelling evidence showing that poor sleep isn’t just a symptom of anxiety or depression, it is often the primary cause.

    The relationship between sleep and mental health is bidirectional, creating a vicious cycle: insufficient sleep heightens emotional reactivity, disrupts rational thought processes, and increases vulnerability to stress, making individuals more prone to anxiety and depression.

    One night of sleep deprivation leads to a significant spike in anxiety and low mood the following morning. Chronic, ie longer term, sleeplessness makes everyday events feel more negative, reinforcing a bleak outlook on life. Research shows that individuals suffering from insomnia are at twice the risk of developing anxiety or depression compared to those who sleep well.

    The evidence is compelling. Sleep deprivation impairs the prefrontal cortex, the brain’s emotional regulator, weakening its connection to the amygdala, which governs fear and emotional responses. This disruption makes individuals more emotionally volatile, prone to misperceiving neutral events as negative, and more likely to spiral into stress and mood disorders.

    As educators, we must recognize the immense potential of sleep education as a preventative mental health strategy. A CAS project that focuses on sleep awareness could help students (and colleagues) track their sleep, analyze its effects on mood and cognitive function, and share findings with peers.

    Getting sufficient sleep is not about school starting later or school providing quiet spaces for rest. It’s about teaching students, their parents, and colleagues that the simplest treatment (and prevention) strategy relating to the most common mental health issues of anxiety and depression is getting sufficient sleep. In general we all need 8-9 hours of sleep, so we must go to bed more than 8-9 hours before the required wake-up time because we need about half an hour to ‘fall asleep’. We all need to be in bed, light off and phone off around half an hour before the sleep time.

    Ultimately, if there is one piece of mental health advice we can give our students—and even our colleagues—it is this: Prioritize sleep because it is the foundation of emotional resilience, cognitive function, and overall well-being.

    I seldom see anxious cats.

  • Why choose the eBook versions?

    Why choose the eBook versions?

    The eBook versions of the Tom Coster Collection offer a smarter, lighter, and more affordable way to learn. Students don’t have to heave heavy textbooks—these eBooks live conveniently in the phone or tablet, devices they’ll never forget to bring to school. Priced at just 25-35% of their print counterparts, they’re also a budget-friendly option for students. Plus, no waiting for shipping! When you buy an eBook, it’s delivered instantly, ready to use right when you need it.

    The eBook collection includes everything you need for success: The Textbook, the Internal Assessment, Homework Revision Questions, the Extended Essay, the Essential Research Studies, the Glossary of Psychology Vocabulary and of course, How to succeed at high school or college.

    Convenience, affordability, and quality.


  • Affordability

    Affordability

    Before we even began this project, we were concerned about the high price of textbooks and teaching materials. Textbooks shouldn’t cost $70. Teachers and schools shouldn’t have to pay hundreds of dollars for subscriptions to ‘support websites’ that aren’t even official. Education should be accessible, not a financial burden.

    That’s why affordability has been at the heart of everything we’ve created. We’ve made The Textbook available as an eBook for less than $10 and the print version for under $30. In fact, none of our materials are priced higher than $30.

    To further support teachers and students, we’ve developed Course Outlines and a Scheme of Work/Scope and Sequence, all available for free download. On top of that, we’ve created almost 200 worksheets that align with every aspect of the course. These resources can be used for class activities or homework, making it easier for teachers to plan effective lessons without spending a fortune.

    By prioritizing affordability, we’re working to make quality education accessible to everyone.


  • How will I structure and teach this new course?

    As educators, we often wrestle with how to structure a course in a way that is engaging, meaningful, and manageable. After much consideration, I’m leaning toward focusing on the 4 Contexts approach for this course, integrating Concepts and Content within these contexts as opportunities naturally arise. This method, I hope, will give students a cohesive framework while still allowing flexibility to explore the curriculum in depth.

    To start, I’ll be diving into the Learning and Cognition Context, as it provides a strong foundation for discussing Experiments, which are central to both the course and research methodologies. The class practical will align with the learning objective: “The potential influence of one or more environmental factors on one cognitive process.” Specifically, we’ll investigate how background noise—perhaps students’ favorite music—affects learning and memory.

    This project will serve multiple purposes:

    1. Engage students by involving their interests and allowing them to design their own experiments.
    2. Teach research methods such as data collection, graphing, and sample selection techniques in a hands-on way.
    3. Explore cognition by connecting theory to real-life applications of learning and memory processes.

    I plan to spend time guiding students through experimental design and execution, emphasizing the importance of clear hypotheses, controls, and ethical considerations. As results come in, we’ll use the data to teach key skills like graphing and analyzing distributions, providing a practical introduction to statistical concepts.

    How long will this unit take? I’m estimating about a semester—maybe less—but as we all know, teaching rarely sticks rigidly to a timeline. I’ll keep detailed notes to refine this approach for future classes.

    Ultimately, this flexible, context-driven approach gives me room to adapt, ensuring the course stays relevant and engaging for my students. Let’s see how it plays out—after all, the best-laid plans often lead to unexpected discoveries.

    Please have a look at the Course Outlines page for some editable course outlines.


  • Illeism: The ancient trick to help you think more wisely

    This article is reposted from BBC.com

    https://www.bbc.com/worklife/article/20230411-illeism-the-ancient-trick-to-help-you-think-more-wisely

    It’s hard to reason through problems, but there are ways to be more objective and less biased in your thinking.

    As a writer specialising in psychology, I’ve come across hundreds of evidence-based tips for better thinking. Few have proven as useful to me as the ancient strategy of illeism.

    Put simply, illeism is the practice of talking about oneself in the third person, rather than the first person. The rhetorical device is often used by politicians to try to give their words an air of objectivity. In his account of the Gallic War, for example, the emperor Julius Caesar wrote “Caesar avenged the public” rather than “I avenged the public”. The small linguistic switch seems intended to make the statement feel a little more like historical fact, recorded by an impartial observer

    To the modern ear, illeism can sound a little silly or pompous – and we may even deride famous people who choose to talk in this way. Yet recent psychological research suggests that illeism can bring some real cognitive benefits. If we are trying to make a difficult decision, speaking about ourselves in the third person can help to neutralise the emotions that could lead our thinking astray, allowing us to find a wiser solution to our problem.

    Solomon’s paradox

    To understand these benefits of illeism, we must first examine the ways that scientists measure the wisdom of someone’s reasoning.

    The scientific study of wisdom has been spear-headed by Igor Grossmann at the University of Waterloo in Canada. Grossmann first drew on the work of numerous philosophers to decide on a series of “metacognitive components” – including intellectual humility, acknowledgement of others’ viewpoints and search for compromise – that are commonly considered to be essential for wise decision making. First used by Julius Ceaser, Illeism is a tool that will clear your mind from indecision

    In one of his first studies, Grossmann asked participants to think out loud about their responses to various dilemmas – such as personal problems posed to the Dear Abby “agony aunt” column – while independent psychologists rated their spoken responses according to these criteria. Grossmann found that these tests of wise reasoning were better than IQ tests at predicting people’s overall life satisfaction and the quality of their social relationships. This suggested the studies were capturing something unique about their reasoning skills.

    Grossmann’s later studies revealed that the wisdom of people’s reasoning can depend on the context. In particular, he found that their wise reasoning scores tended to be much higher when considering other people’s situations than their own personal dilemmas. Grossmann called this “Solomon’s Paradox” after the ancient Biblical king, who was famous for advising others wisely, while making a series of disastrous personal decisions that ultimately left his kingdom in chaos.

    The problem seems to be that when making personal choices, we become too immersed in our emotions, which cloud our thinking and prevent us from putting our issues in perspective. If I have received negative feedback from a colleague, for example, my feeling of embarrassment might lead me to become overly self-defensive. I might therefore dismiss their opinions without considering whether their advice could be helpful in the long-term. 

    How to be wise

    Could illeism resolve Solomon’s paradox? The idea makes intuitive sense: by switching to the third person, our descriptions of the situation will start to sound as if we are talking about someone else rather than ourselves. This sense of detachment would allow us to see the bigger picture, rather than getting caught up in our own feelings. 

    And that is exactly what Grossmann found in a study with Ethan Kross at the University of Michigan in Ann Arbor. They showed that people employing illeism to talk about their problems showed greater intellectual humility, capacity to recognise others’ perspectives, and willingness to reach compromise – increasing their overall wise reasoning scores. 

    The latest studies show that the regular use of illeism can bring about lasting benefits to our thinking.

    Working with Abigail Sholer, Anna Dorfman and colleagues, Grossmann asked participants to keep a daily diary for one month in which they described a situation they had just experienced. Half were told to write their entries in the third person, while the other half were told to write in the first person. At the start and end of the study, the team also tested the subjects’ general wise reasoning. As hoped, the researchers found that, over the course of the intervention, the participants who had been encouraged to use illeism in their diaries saw a rise in their wise-reasoning scores over the course of the month.

    By encouraging us to put our problems in perspective, the use of illeism may also help us to have a more balanced response to daily stresses. People who had completed the diary in the third person reported more positive emotions after challenging events, rather than dwelling solely on the sadness, frustration or disappointment.

    Based on these findings, I now apply illeism to all decisions, small and big. Whether I’m facing trials at work, conflict with my friends, or strife in the family, I find that a few moments contemplating my problems from a third-person perspective helps me to see the issue more clearly. 

    David Robson is a science writer and author of The Expectation Effect: How Your Mindset Can Transform Your Life, published by Canongate (UK) and Henry Holt (USA). He is @d_a_robson on Twitter.


  • The Student’s Notesbook

    In an era dominated by digital tools and pre-packaged resources, the value of students creating personalized, handwritten class notes cannot be overstated. For teachers, encouraging this practice is one of the most impactful ways to deepen learning, foster cognitive engagement, and build emotional investment in the material.

    Students craft their own personalised unique notesbook and as they do, they slowly and steadily convert the written material in knowledge and understanding.

    When students craft their own notes, based on a teacher’s structured outline, they engage in active processing of the content. By supplementing the notes with their own observations, questions (and the teacher’s answers), diagrams, mnemonics, and personal clarifications, they go beyond passive absorption. This process transforms abstract ideas into meaningful, memorable constructs. Highlighting key points, underlining critical concepts, and using bullet points to organize information allow students to internalize knowledge and make it their own.

    This personalized approach also fosters emotional investment. When students spend time and care curating their notes, they take ownership of their learning. Their notes are no longer a generic resource but a unique, tailored study tool—a reflection of their effort and understanding. The act of handwriting itself adds another layer of engagement, as research consistently shows that writing by hand improves memory retention and deepens focus.

    Moreover, personalized notes serve as a powerful cognitive anchor. The time spent organizing and refining this material encourages attention to detail, creating mental connections that aid comprehension and recall. Diagrams and mnemonics make abstract ideas more accessible, while questions and answers reinforce clarity.

    As teachers, we have the opportunity to guide students toward this invaluable practice. By emphasizing the importance of personal engagement, cognitive effort, and attention to detail, we empower them to take control of their learning journey—and create tools that will serve them well throughout the course and beyond.

    It’s all about the time and cognitive effort and the emotional connection.

  • School Should Be Stimulating, Not Entertaining: A Teacher’s Perspective

    In today’s world of social media and instant gratification, there’s a growing pressure on teachers to make learning “fun” and “entertaining.” While the intent may be to engage students, this mindset can undermine the very essence of education. As high school teachers, our role is not to be circus clowns juggling concepts for laughs and applause but to inspire and educate young minds in meaningful, stimulating, and world-relevant ways.

    We’re teachers, not clowns. We teach, we inspire, and we present interesting learning opportunities.

    The idea that every lesson must be entertaining confuses education with amusement. True learning happens when students are challenged, intrigued, and encouraged to think critically—not when they’re passively entertained. Stimulating lessons spark curiosity, connect students to real-world applications, and encourage them to grapple with complex ideas. This approach builds resilience and a genuine love for learning, traits that will serve them far beyond high school.

    Teaching in a stimulating way doesn’t mean being dry or boring. It means connecting material to students’ lives and futures. It’s about showing them how Newton’s laws shape the world around them, how Shakespeare’s themes resonate today, or how historical events echo in current societal structures. Engaging students with thought-provoking questions, hands-on activities, and meaningful discussions makes lessons compelling without resorting to gimmicks or theatrics.

    As educators, we are mentors and inspirers, not entertainers. Our job is to prepare students for the challenges of the world, not to cater to short attention spans. By fostering an environment where intellectual curiosity thrives, we empower students to find joy in learning itself—a joy far deeper than fleeting fun.

    Let’s refocus on what truly matters in education: inspiring students to think, question, and grow. That’s the legacy we leave—not laughter from a fleeting joke, but the spark of a mind ignited.


  • What I Think Makes Good Teaching

    Good teaching starts with a well-qualified teacher, naturally. But qualifications alone aren’t enough. For me, great teaching also depends on a healthy dose of self-confidence, which comes from knowing your subject inside and out and having planned lessons that are engaging, relevant, and well-structured. When you’ve put the work into preparation, confidence follows—and that confidence can make all the difference in the classroom.

    Confidence comes from careful planning and preparation as much as from self-belief.

    Another essential? Students who show up. Regular attendance is the bedrock of progress, and while life happens—visas, weddings, funerals, even pandemics—students who are there for (almost) every lesson give themselves the best chance to succeed.

    In terms of tools, I don’t need a flashy setup. A whiteboard, projector, and laptop are all I ask for. These basics let me bring the lesson to life with PowerPoint slides, the occasional YouTube video, and of course, whatever ends up scribbled (er… written carefully and neatly) on the white board during class discussions.

    One thing I emphasize with my students is the importance of creating personalized class notes. I’m a firm believer in hardback notebooks, rulers, highlighters, boxes, lines, and diagrams. There’s something uniquely effective about the tactile process of writing and organizing notes by hand—it helps students make the material their own.

    To keep the learning process on track, I use multiple-choice tests to quickly gauge how well students have grasped the content or a concept. These aren’t for grades—they’re to answer one question: Can we move on, or do I need to reteach something?

    Finally, a good textbook is invaluable. Students can use it to reinforce what we learn in class or catch up if life interrupts their learning. Real life has a way of doing that, and having a reliable resource at home makes all the difference in staying on course.

    So, for me, good teaching is about balance: confidence, preparation, flexibility, and keeping things practical and straightforward. It’s not about perfection—it’s about making sure the students learn. It doesn’t happen because of luck or wishing or hoping. Good teaching comes from hard work.