Tom Coster – Psychology

Tag: teachers

  • New: Motivation and Self-Determination Theory in the Learning and Cognition Context

    We’ve just created a new free worksheet designed to support DP Psychology (Higher Level) students exploring Motivation within the Cognition and Learning context. It’s particularly useful for developing responses to Paper 3, Question 4, which asks students to consider how the learning or cognitive process studied (in this case, motivation) relates to Learning and Cognition.

    The worksheet draws on an article by The Hechinger Report, which follows a student’s shift from disengagement to renewed motivation after enrolling in an innovative, student-led high school. Using this real-world example, students are introduced to key concepts from Self-Determination Theory (Deci & Ryan), including intrinsic and extrinsic motivation, and the psychological needs of autonomy, competence, and relatedness.

    The worksheet includes:

    • A clear 500-word text explaining Deci & Ryan’s Self-Determination Theory,
    • A vocabulary list (Psychology-specific terms)
    • Comprehension (AO1&2) and Critical thinking (AO3) questions

    This is a valuable, ready-to-use resource for helping students develop deeper conceptual understanding of motivation while also preparing them for Paper 3 Question 4.

    Download the worksheet [below], and don’t forget to Subscribe to the blog for updates.

    The role of Motivation in Learning and CognitionDownload

  • How to answer the exam questions

    How to answer the exam questions

    We’re excited to share a new (and free) resource created to support teachers and students in the new IB Diploma Psychology course: “How to answer exam questions.”

    How to answer exam questionsDownload

    This document will demystify the exam requirements across Papers 1, 2, and 3. It provides clear, structured guidance on how to approach every question.

    • Step-by-step structures for each question
    • Tips for content selection and writing focus

    The document is provided in Word format so you can copy and edit it to suit your purposes or share it directly with your students. A suggested use: Give a copy to students when they are doing practice exams so they can see exactly how to structure their responses.

    We hope this document helps make exam preparation a little smoother for everyone. Feel free to share it with colleagues.

    If you’re looking for even more comprehensive support, check out our book IB Diploma Psychology – Ten Mock Examinations with Model Answers. It includes TEN full mock exams (Papers 1, 2, and 3) complete with high-scoring sample responses for every question. Use it to plan your mocks, guide student revision, and sharpen your understanding of exactly what to teach for exam success.

  • Birth order and behaviour: A worksheet to support the 6 Concepts

    This post is about a Worksheet (below) that teachers can use in the first week or two of the course to introduce students to the 6 big Concepts of the course and to allow a conversation about the significance of good research. The worksheet includes a very recent article from BBC News (June 20th, 2025) and a collection of activities for students to complete, perhaps in small groups, perhaps individually, perhaps for homework…

    The birth order theory

    Is the first-born always the responsible one and the last born always the fun-loving rebel?

    The birth order theory suggests that your position in the family (firstborn, middle child, youngest, or only child) shapes your personality in predictable ways:

    • Firstborns are said to be more responsible and achievement-focused.
    • Middle children are often described as peacemakers or attention-seekers.
    • Youngest siblings are thought to be fun-loving and rebellious.
    • Only children are sometimes stereotyped as selfish or overly mature.

    These ideas are fun to talk about at dinner tables — and even show up in TV shows and social media memes — but do they hold up to scientific scrutiny?

    The research says… no.

    Decades of research have tried to pin down whether birth order really causes differences in personality. While some studies have found small patterns — for example, that firstborns might score slightly higher on intelligence tests — larger and better-designed studies have found no consistent, universal effects of birth order on broad personality traits.

    That doesn’t mean birth order has zero impact. It may shape behaviour in specific family contexts or cultures, and people’s beliefs about birth order can shape their identities. But overall, there’s very little evidence to say that your position in the family determines your personality in any reliable or scientific way.

    This example gives us a good way to start understanding the six key Concepts of IBDP Psychology:

    1. Bias

    We tend to notice evidence that confirms our expectations and ignore what doesn’t — a classic example of confirmation bias. If your older sister is bossy, you might say “Well, obviously, she’s the eldest.” But what about all the bossy youngest children?

    2. Causality

    Is it really birth order that causes certain traits? Or could it be age, parenting style, socioeconomic status, or even gender expectations? Psychology often grapples with correlation vs. causation, and birth order is a great example of that complexity.

    3. Measurement

    How do we measure personality? Many studies rely on self-report questionnaires, which come with limitations. People might describe themselves based on how they think they’re supposed to behave as an oldest child, not how they actually behave.

    4. Perspective

    The impact of birth order may differ between cultures and families. In some societies, firstborns may carry traditional responsibilities, while in others, birth order is far less significant. Perspective reminds us that psychology is not one-size-fits-all.

    5. Change

    Your personality and family roles can shift over time. A younger sibling might become more responsible later in life. Psychology recognises that behaviour and identity are not fixed, but dynamic.

    6. Responsibility/Ethics

    If we assume someone’s behaviour is fixed by their birth order, that can be limiting — even harmful. Ethical psychology considers the social consequences of labelling, stereotyping, and drawing broad conclusions from incomplete evidence.

    In the first week of IB Psychology, we’ll use this birth order debate to practice:

    • Asking critical questions about theories and research
    • Exploring the six Concepts in real-world contexts
    • Discussing beliefs vs. evidence, and developing a scientific mindset

    You’ll be using the attached worksheet to guide your thinking and conversation. Don’t worry — you don’t need to be an expert in Psychology yet. The goal is to start asking smart questions and learning how to evaluate claims, whether they’re in a textbook, a TikTok post, or a family argument at dinner.

    Final Thought

    1. What is your birth order?
      (First-born, middle child, youngest, only child, twin, etc.)
    2. Do you think your birth order has influenced your personality or behaviour?
      If so, in what ways?
    3. Do people ever describe you using “birth order” traits?
      (e.g. “You’re such a responsible oldest child” or “Typical youngest!”)
      Do you agree or disagree with those descriptions?
    4. How are your siblings’ personalities different from yours?
      Do you think these differences are because of birth order, or something else?
    5. Do you think all first-borns are more responsible? All youngest siblings more fun or rebellious?
      Why or why not?
    6. Do you think people act a certain way because of their birth order — or because they believe birth order affects their behaviour?
      Can belief shape personality?
    7. Do cultural or family expectations influence how children behave based on their birth order?
      Can you think of an example?
    8. Have you ever changed your role in the family over time?
      For example, were you once the “quiet one” but became more assertive? What caused that change?
    9. Do you think only children are different from children with siblings?
      In what ways, and why?
    10. If someone knew nothing else about you except your birth order, what might they assume about your personality?
      Do you think they’d be right?

    These questions can lead to some rich and open discussion — and they provide a natural bridge into critical thinking, the importance of evidence-based research, and the limitations of generalisations in psychology.

    Concepts worksheet – Eldest daughter syndromeDownload

    Final thought…

    Psychology is full of ideas that sound right — but part of becoming a psychologist is learning to dig deeper. The birth order theory may not be strongly supported by data, but it gives us the perfect launchpad into the skills, attitudes, and concepts that define this course.

  • Dr Phil Silva: The Visionary Behind the Dunedin Study

    The global Psychology community mourns the loss of a pioneer. Dr Phil Silva, founder of the world-renowned Dunedin Multidisciplinary Health and Development Study – better known simply as the Dunedin Study – passed away on Thursday at the age of 84.

    For IB Diploma students, the Dunedin Study on which the longitudinal study that Caspi et al. (2003) is based.

    Dr Silva’s legacy is nothing short of extraordinary. In 1972, he began following the lives of 1037 babies born at Queen Mary Maternity Hospital in Dunedin. Over 50 years later, the study continues, with a participation rate of around 90% – an unmatched achievement in longitudinal research worldwide.

    As psychology teachers, we often search for meaningful case studies that demonstrate the real-world impact of psychological research. The Dunedin Study is one of those rare, gold-standard examples. It has helped reshape our understanding of child development, health, education, and mental wellbeing – and much of its success is owed to Dr Silva’s vision, energy, and compassion.

    Before becoming a psychologist and researcher, Phil Silva was a primary school teacher. Teaching rural children in the 1960s deeply influenced his later work – a foundation built on empathy, curiosity, and a commitment to supporting young people and their families. That passion carried through into his academic career, where he completed a master’s and PhD under Otago University’s Dr Patricia Buckfield, who herself had a keen interest in neonatology.

    Together, their early work collecting data on babies born in Dunedin from 1967 to 1973 laid the groundwork for the creation of the Dunedin Study. But it was Silva’s leadership, drive, and charisma that propelled the project forward. Against the odds – with minimal funding and few formal resources – he rallied hundreds of volunteers who believed in his mission to improve children’s lives.

    Silva’s research didn’t just stay in academic journals. It influenced public health policy, helped normalise routine check-ups for preschoolers, and highlighted the impact of conditions like glue ear on child development. He spoke passionately about the need for society to prioritise children’s wellbeing. In one memorable critique, he noted that New Zealanders were more likely to service their cars than check on the health of their children – a powerful call for compassion and systemic care.

    His work was internationally recognised. In 1993, the Dunedin Study made the cover of Time magazine under the headline: “All You Need is Love”. A year later, Silva was awarded an OBE for services to health and education.

    Dr Silva’s influence extended far beyond data collection. He was a mentor to the late Professor Richie Poulton, who succeeded him as study director, and to the current director, Professor Moana Theodore, who first joined the team as an interviewer during the age-26 assessment phase.

    Theodore describes him as “an energetic mentor” with a unique ability to bring people together in service of a bigger purpose: improving lives. That ability is reflected in the enduring loyalty of study participants – many of whom have stayed involved for over five decades.

    She beautifully summed up his contribution:

    “Dr Phil has left this legacy and a taonga [prized treasure] for New Zealand… the best childhood foundation guarder in the world – and the most studied group of people anywhere in the world.”

    For those of us teaching psychology, the Dunedin Study is a model of longitudinal research excellence. It’s a case study we can use not only to explain developmental psychology, biopsychosocial models, or research methods—but also to inspire our students to see how psychological science can serve real people, communities, and policy.

    Dr Phil Silva didn’t just collect data—he created change. He showed us what psychology could be at its best: compassionate, evidence-based, and relentlessly committed to human wellbeing.

    Let us honour his legacy by continuing to teach with the same curiosity, purpose, and care.

    Rest in peace, Dr Silva. Your work lives on—in policy, in classrooms, and in the lives of 1037 individuals who helped the world better understand what it means to grow, change, and thrive.

  • 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

  • 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.

  • 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!

  • Success at high school or college – practical, ‘how to succeed’ advice

    Success in high school or college isn’t about being the smartest person in the room—it’s about using the right strategies to maximize your learning. Success at high school or college is your step-by-step guide to thriving in education, whether you’re aiming for top grades or simply want to get the most out of your studies.

    Packed with practical advice, this book covers everything from attending every class and participating actively to mastering time management and building strong relationships with teachers. Each chapter provides actionable tips to help you stay motivated, organized, and confident in your academic journey.

    Whether you’re struggling to keep up or looking to reach new heights, this book gives you the tools to take control of your education—and your future. Don’t leave success to chance—start building the habits that will set you apart today!

  • 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.