Since it’s a common question, I thought I’d explain the steps to downloading the new course guide. I would publish it here, but that would be a copyright infringement. I will ask permission from IB if I can publish it, but for now it’s best to navigate through the new site for yourself. Step One: Log in to MyIB (Here) …
Sample course outlines
Here is a doc’ that I quickly put together to highlight some options for different course structures using the themantic approach. Please note these times are approximations. In fact, the time allocations are generous. For example, the Criminology unit has 27 “lessons” but allows for 35 hours. I’ve always allocated more hours than lessons, to allow for teaching writing skills, …
Alternative Essay Rubric
Here’s an alternative rubric that I use when marking my student’s work. At the core of the themantic approach to teaching is the recognition that learning moves from surface to deep learning. The three levels of learning (aka three levels of thinking) are descriptors that can lead to more objective marking and clearer feedback for students. These levels work at a …
The Story of Phineas Gage
Important Note: Phineas Gage is an interesting way to learn about the relationship between the frontal lobe and our behaviour. However, there are many other studies that we use in this course to demonstrate important concepts like localization of brain function. Therefore, Gage should not be used in exam answers. The story… Phineas Gage was a railroad worker who was …
Relating for Understanding
I’ve found that a good consolidation activity to start lessons is to use the following diagram to get students thinking about how things are related. This can help students understand significant relationships, but can also consolidate their comprehension of key terms and concepts. It take zero planning and is really effective at consolidating learning and developing understanding. You can simply …
Lesson one on how to “explain” a study…
This post is written to accompany the lesson on Phineas Gage and the frontal lobe in “IB Psychology: A Student’s Guide.” Unit: Criminology Topic 1: The Brain and Behaviour Lesson (a): “The Frontal Lobe The guiding question for this lesson is designed to give you some practice at explaining the results of a study. The question is: “How does Phineas Gage’s case suggest …
Why we rarely use the word “prove” in psychology…
If you’re reading this it’s probably because your teacher has sent you here after you’ve gone and written something like, “this study proves that…” in your psychology writing. While you may be able to use the word “prove” in the natural sciences and other subjects, this post will help you to understand why as a psychologist you may never use this word …
So you want to assess ecological validity?
If you’re reading this it’s probably because your teacher has sent you here after reading something in your essay along the lines of, “this experiment was a laboratory experiment and so it lacks ecological validity.” This throwaway sentence makes teachers and examiners groan (and not award you any marks, just so you know). So I’m here to help show you how to …
Tip for Cutting Content #3: Identities, Attitudes and Behaviours
Seeing as my last post about dealing with the cognitive extensions seemed to help, I thought I’d share this one. For some reason that I’m not too sure of, the new guide has got a trifecta of effects of cultural influences in the third topic: identities, attitudes and behaviours. On the surface this appears to be somewhat of a problem. …
Tip for Cutting Content #2: HL Extension – Cognitive Approach
Many people are worried about the amount of “content” in the IB Psychology course, but if you identify core concepts within the guide you can easily find overlaps, reduce content and enhance conceptual understanding in your students. Remember that all assessments will ask students about a core concept (i.e. a relationship between behaviour, variables, research or ethics). Let’s look at …