Category: Teaching

Bomb proof IB Psychology classroom experiments

1/10/2015

Classroom experiments so easy and fool-proof, they're child's play!

We all know that classroom Psychology experiments are win-win for everyone, as long as they work (i.e., produce the desired results). Students love being involved in demonstrations of their minds in action. Teachers love the way that experiments produce deep learning that is necessary to achieve the IB Psychology 7 come examinations. This IB Psychology classroom experiment is a very effective way to teach a concept that isn't necessarily the most intuitive to grasp - Craik and Lockhart's (1972) Levels of Processing model of memory. Best of all, it always works - money back guarantee! Use this classroom experiment to teach the Cognitive Level; of Analysis (CLOA) IB Psychology learning outcome: Evaluate two models or theories of one cognitive process [memory].

Craik and Lockhart's (1972) Level of Processing

There is nothing to this core IB Psychology CLOA experiment really.. Do the experiment in the first half of your IB Psychology class and before you introduce the learning outcome. Download the instruction sheet below and make enough copies for your class - half the class will receive the first student instruction sheet and the other half, the second student instruction sheet.

You read the script and have students record their answers. Next, you read the questions and have students answer on a separate piece of paper. Finally, you read the answers and have students mark their neighbour's responses. Record the results in a spreadsheet and use the data projector to display the results. Allow 30 minutes, including discussion time of the results.

Author: Derek Burton – Passionate about IB Psychology

Go with the flow ...

29/6/2015

IB Psychology examiners love clear and accurate flow charts. Just make sure you refer to them in your answers!

A good, logical flowchart in IB Psychology is worth a thousand words. Admittedly, the following statement is contentious, but essentially all human behaviour and cognition is predicated on a cause and effect relationship, and as such, a flow chart can set this relationship out clearly for your IB Psychology examiners. Remember (and pity!) that the typical IB Psychology examiner, by the time they reach your exam script answer, has likely waded through multitudes of poorly organised, difficult to decipher, grammatically poor, off the point, and horribly incorrect answers. They will also have come across some stunners - why don't you show them you are in the same league and as deserving of that IB Psychology 7? The added bonus is that organising IB Psychology theory and biological, cognitive and behaviorual processes and models into a coherent series of steps, not only wows the examiner, but makes the concept yu are explaining that much easier to remember and reproduce in your IB Psychology exams.

Just beware, diagrams and illustrations that you use in your IB Psychology answers need to be referred to in the text you write (i.e., "... as can be seen in figure 1., the ..."). Those marking the IB Psychology exams are not required to search backwards and forwards through your written response and guess when, where and how the perfectly good flowchart they see before them, ties in with the answer you have provided. So, signpost it.

A model short answer response to the IB Psychology Socio-cultural Level of Analysis learning outcome: Explain Social Learning Theory, is provided below. This model IB Psychology examination answer incorporates the correct use of a flowchart.

IB Psychology SAQ exam question: Explain Social Learning Theory

Bandura (1977) suggested social learning theory (SLT) as an extension of existing learning theories (classical and operant conditioning). SLT is based on the assumption that people learn behaviours, attitudes, emotional reactions and norms through direct experiences but also through observing other humans (models).

We learn consequences of behaviour from watching what happens to other humans (vicarious reinforcement). Once such information is stored in memory it serves to guide further actions. People are more likely to imitate behaviour that has positive consequences. Social learning can be direct via instructions (e.g., role models and no direct instructions).

Figure 1 below, outlines the important factors that facilitate social learning.

Figure 1. Important factors in social learning

Relevant study – Bandura and Ross (1961): Experimental investigation on learning aggression from a model.

Aim: To see if children would imitate the aggression of an adult model and whether they would imitate same-sex models more than opposite-sex models.

Procedure:

Participants were 36 boys and 36 girls from the Stanford University nursery school (mean age 4.4) who were divided into three groups matched on levels of aggressiveness before the experiment.
One group saw the adult model behave aggressively towards bobo doll, one group saw the model assemble toys, and the last group served as the control.
The children were further divided onto groups so that some saw same sex models and some saw opposite sex models.
The laboratory was set up as a play room with toys and a bobo doll. The model either played with the toys or behaved aggressively towards the bobo doll. After seeing this, the children were brought into a room with toys and told not to play with them in order to frustrate them. They were the taken into a room with toys and a bobo doll where they were observed for 20 minutes through a one-way mirror.

Results:

Children who had seen an aggressive model were significantly more aggressive (physically and verbally) towards the bobo doll. They imitated the aggressive behaviour of the model but also showed other forms of aggression.
Children were also more likely to imitate same-sex models. Boys were more aggressive overall than girls.
Conclusions:
This key study supports social learning theory. Aggressive behaviour can be learned through observational learning.
It is not possible to conclude that children always become aggressive when they watch violent models (e.g., on television or at home). Generally, research supports that children tend to imitate same-sex models more and this is also the case for adults.

Evaluation:

The laboratory experiment is low on ecological validity. The aggression here is artificial and there may be demand characteristics. The children were very young and it has been criticised for ethical reasons.

Author: Derek Burton – Passionate about IB Psychology

Can you keep a secret?

30/5/2015

The best IB Psychology lessons involve students in classroom experiments, and here is one of my favourite all time lessons.

I am lucky at the school I teach at, having a small classroom enables me to set up this fiendishly delightful experiment. Those of you whom are overly concerned with the ethics of experimentation may like to peruse another IB Psychology blog post around about now. This experiment involves deception, subjection to social influence and some more deception ... all in the name of science and learning.

This IB Psychology classroom experiment takes some forward planning. Firstly, you need one class where a single student is absent, and this absent student should be one you know has reasonable self-esteem and is reasonably well balanced (yeah, I know, good luck Mr Burton with your crazy lot!). Suggest to the class that that you have a great in-class experiment that all can do around social influence and conformity, but you will need the help of the whole class and to be successful, it will need the entire class to be able to keep it secret from our absent student. They always answer "Yes, of course Mr Burton, and of course we can keep a secret". Surprisingly enough, in all my years of running this, there has not yet been a case of loose lips sinking this particular ship.

I then run them through the scenario and this PowerPoint embedded below. Essentially this PowerPoint is a series of 10 Maths questions, and for each the actual answer is always 2.5 million. Students are instructed that they will need to provide an answer below 2.5 million for the odd numbered questions and above 2.5 million for each even numbered question, to see what effect this will have on the answers given by our naive test subject. Will social influence cause some degree of conformity?

To set up the 'twist' on the day of the experiment, I begin by handing out one of each of the 'male body odour' and 'female cyber bulling' questions to each student and ask them to complete their answers independently. Once complete we run through the Maths questions. Each student gives their answer aloud, sequentially and the order is determined so the test subject gives her answer near last. I make a great pretense of recording everyone's answer, but only actually record the answers of interest, that of our test subject.

Only now do we reveal the true purposes of the experiment to our test subject, and in one single nod to ethical considerations, ask her if it is okay to share her results with the class. Always mentioning that if we had performed this experiment with anyone else in the class, their results would be exactly the same and very likely subject to social influence as well. No one, as yet, has declined permission. The results are robust, odd answers are invariably below 2.5 million and even answers above this number.

In terms of the IB Psychology learning outcome in the Socio-cultural Level of Analysis: Discuss factors influencing conformity, this appears to be strong support for how social influence can influence conformity to a group norm ... or is it?!

Now I collect and analyse the results to the four questions above, superficially looking like a stereotypical male/female question, however, what I am really interested in is the numbers that precede each question: 5% or 90%. Why? Well we will soon revisit the IB Psychology - Cognitive Level of Analysis learning outcome: With reference to relevant research studies, to what extent is one cognitive process reliable (for example, reconstructive memory, perception/visual illusions, decision‑making/heuristics)? And look at heuristics, specifically the anchoring bias. Without fail, my students estimates to questions anchored by 90% are hugely higher than those estimates anchored by 5%.

Obviously, in terms of social influence, this begs the question: Was it social influence that was affecting the estimates given by our target participant, or was it just the anchoring bias influencing results? Was it a social process or was it cognitive process, and can the two really be separated?

This is powerful critical thinking, something the IB Psychology examiner is always looking for in the IB Psychology ERQs, and having set the lesson up this way, when we come to look at Sherif's autokinetic effect experiment (a classic in the study of conformity), it is easy to understand, apply and remember.

Lesson. Nailed.

Author: Derek Burton – Passionate about IB Psychology

Don't be tempted ...

28/4/2015

IB Psychology students spot study then cross their fingers and hope, pray to interventionist gods, bribe teachers ($10,000 minimum, please!), and so on and such forth. Every IB Psychology student has been through this, every IB Psychology teacher has tried to stop his or her students going through this.

Picture this, it’s the day of the first IB Psychology topic test of the year – the Cognitive Level of Analysis. Being a nice, kind IB Psychology teacher I have prepared a topic test which, very generously, allows the student a choice of answering one of three short answer questions (SAQs, 8 mark questions) and similarly, one of three extended response questions (ERQs, 22 mark questions). In the IB Psychology examination, there is no choice in the Paper 1 examination. Students file anxiously into the room, there is nervous chatter as they take their seats. I call for silence and distribute the test papers face down. I provide instructions and initiate the start of the test with my usual call to action … “Let’s rock and roll!”.

What follows next is a very hard lesson to learn, but it is so much better to learn it at the start of the IB Psychology course, than in the mocks (where predicted grades are often confirmed) or even worse, the final examination. Every single IB student is time poor, there are competing demands from other subjects, TOK, extended essays, CAS requirements, sports, clubs and, of course, friends and just a little bit of a social life. Revision time always has an opportunity cost.

I scan faces as my students turn their test papers over, in beautiful synchrony approximately one third of the class will raise their eyes skyward with a thankful little smile on their faces, another third will scrunch their eyes together and silently moan (perhaps a bolder one will bang her head on the desk – “Shhhh, silence!”), another third will take a deep breath, pause and dive in. One group has had their questions turn up, the other group hasn’t and the third group have studied all questions, but not memorised model answers. I could stop them right here, save

There is no choice in IB Psychology examinations

us all a lot of pain. The first group are the 7s, the second group will be very lucky to get 2s, and the third group are my 4s and 5s.

Most IB Psychology students spot study. The good ones will learn the lesson early, the not-so-good ones will continue to ride their luck or hope their luck will finally turn. They all know the questions that will be asked (there are no surprises in the IB Psychology exams, see previous post) and will learn and memorise model answers to as many of these as they have time for.

Your exams are upon you. Learn all of the model answers to one level of analysis (e.g., BLOA) in the Paper 1 exam and skip two at a maximum for each Paper 2 option (e.g., Abnormal and Human Relationships). Don’t be tempted to ride your luck or hope your luck will change – if the question you haven’t fully prepared for doesn't come up, you will completely wreck two years of hard (and interesting!) work … and, by the way, break your poor IB Psychology’s teacher’s heart in the process.

Best of luck for your IB Psychology exams (although we all know we make our own luck).

Author: Derek Burton – Passionate about IB Psychology

Remember, we've taken the hard work out of your IB Psychology exams by preparing complete sets of model answers across both Paper 1 and Paper 2 exams.

The IB Psychology 7 - 5 Best tips

1/3/2015

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5 simple strategies for sure success in your IB Psychology course.
Here, I am sharing with you the best five strategies I have for achieving that very, very elusive IB Psychology 7. Remember, just three per cent of all Higher Level IB Psychology students achieve the maximum mark of 7.

TOP TIP ONE
The IB Psychology Paper 1 examination has three sections - DO NO study for two of these!
Choose one of either the IB Psychology Biological Level of Analysis, The Cognitive Level of Analysis or the Socio-Cultural Level of Analysis. Focus your study and preparation here and get really good at this one section. This section will bring you 30 marks out of a total 46.

Our advice? Choose the IB Psychology Level of Analysis that your teacher begins with. This will maximise the amount of time you can spend learning this section.

TOP TIP TWO
Prepare and memorise model answers to ALL of the extended response questions.
The extended response questions are the the IB Pychology examination essay questions - i.e., the big 22 mark answers. Prepare perfect 22 mark answers across one of the Levels of Analysis, and across each of the IB Psychology options (e.g., Abnormal and Human Relationships).

In each option you will need to answer a single question. So for HL you will need to answer two 22 mark questions, one from each option. IN SL, just one 22 mark question from the single IB Psychology option you have studied. Aim for maximum marks here. So that's 44/44 or 22/22.

TOP TIP THREE
Aim for maximum marks in your IB Psychology IA.
Essentially, any additional mark you gain in the internal assessment component of the course, is an additional total mark you can add to your final IB Psychology score. Start early. Put lots of effort in. Listen to your teacher. Ask your teacher to read over lots of sections before submitting the final draft. Get lots of feedback so your final draft is as good as most students' final submissions.

TOP TIP FOUR
Do NOT ignore the Qualitative Research Methods component of the course, because your IB Psychology teacher almost certainly WILL!
It has long been identified that teachers neither spend enough time or go into this topic in enough depth. The majority of students do very poorly here, and as a result the grade boundaries in the HL Paper 3 examination are set incredibly low. Learn the content and learn to apply it to sample stimulus material.

TOP TIP FIVE
Forget about any of the short answer learning outcomes in the Options section of the IB Psychology course.
Examiners can twist exam questions to fit these, but they usually don't. There are always straightforward back-up questions to fall back on. Save your time for memorising your model answers.

Author: Derek Burton – Passionate about IB Psychology

IB Psychology has a range of resources specifically dedicated to helping the IB Psychology student achieve maximum marks in the course. Find them all on our products page.

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Examination fish hooks

31/8/2014

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Some nasty little surprises lying in wait to hook the unwary

Another IB Psychology student caught by surprise

Imagine writing what you think is the perfect response to a short answer question in your IB Psychology examination only to have a single sentence of your answer penalise you 50 per cent of the marks on offer. There are some very odd requirements that IB Psychology examiners must follow, and this can be infuriating for inexperienced IB Psychology teachers and unwary students.

A frequently posed exam question relates to the principles that govern each of the three levels of analysis: The Biological, Cognitive and Socio-Cultural levels of analysis. There are always three different principles that govern each of these levels of analysis. For example, in the Biological Level of Analysis the three principles are: (i) there are biological correlates of behaviour, (ii) animal research can provide insight into human behaviour, and (iii) human behaviour is, to some extent, genetically based. The exam question that is often asked will ask you to outline, describe or explain one or two of these principles (e.g., Outline two principles that govern the Biological Level of Analysis.).

Now students being students, and human nature being human nature, we have a need to show our examiners how intelligent we are; exams are our time to showcase the knowledge we have accumulated over the last two years. So we begin our short answer responses ... "There are three principles that govern the Biological Level of Analysis, and these are (i) there are biological correlates of behaviour, (ii) animal research can provide insight into human behaviour, and (iii) human behaviour is, to some extent, genetically based. ... " before going on to outline the second and third of these stated principles. Here the examiner face palms herself. Literally. The IB Psychology examination board has decided in their infinite wisdom that the first two principles that are mentioned in a student responses are the ones they have to be graded on. Thus the student picks up zero marks for the first principle because she hasn't outlined it, and zero marks for the third principle as the examiners consider it superfluous - the examiner has to focus on the first two principles mentioned in the response. A response worthy of the full 8 marks gets hammered down to a 3 or a 4. Yes, very, very pedantic!

Below, we present a model short answer question (SAQ) response that will be awarded the full 8 marks.

IB Psychology: The Biological Level of analysis
A model short answer question (SAQ) response to the examination question: Outline principles that define the biological level of analysis.

SAQ: Outline principles that define the biological level of analysis
Biological psychology is a branch or type of psychology that brings together biology and psychology to understand behaviour and thought. Biological psychology looks at the link between biology and psychological events such as how information travels throughout our bodies (neural impulses, axons, dendrites, etc.), how different neurotransmitters effect behaviours. There are three principles that define the biological level of analysis which will each be covered, in turn.

Principle 1: There are biological correlates of behaviour. This means that there are physiological origins of behaviour such as neurotransmitters, hormones, specialised brain areas, and genes. The biological level of analysis is based on reductionism, which is the attempt to explain complex behaviour in terms of simple causes.

Principle 1 demonstrated in: Newcomer et al. (1999) performed an experiment on the role of the stress hormone cortisol on verbal declarative memory. Group 1 (high dose cortisol) had tablets containing 160 mg of cortisol for four days. Group 2 (low dose cortisol) had tablets with 40 mg of cortisol for four days. Group 3 (control) had placebo tablets. Participants listened to a prose paragraph and had to recall it as a test of verbal declarative memory. This memory system is often negatively affected by the increased level of cortisol under long-term stress. The results showed that group 1 showed the worst performance on the memory test compared to group 2 and 3. The experiment shows that an increase in cortisol over a period has a negative effect on memory.

Principle 2: Animal research can provide insight into human behaviour. This means that researchers use animals to study physiological processes because it is assumed that most biological processes in non-human animals are the same as in humans. One important reason for using animals is that there is a lot of research where humans cannot be used for ethical reasons.

Principle 2 demonstrated in: Rosenzweig and Bennet (1972) performed an experiment to study the role of environmental factors on brain plasticity using rats as participants. Group 1 was placed in an enriched environment with lots of toys. Group 2 was placed in a deprived environment with no toys. The rats spent 30 or 60 days in their respective environments before being killed. The brains of the rats in group 1 showed a thicker layer of neurons in the cortex compared to the deprived group. The study shows that the brain grows more neurons if stimulated.

Principle 3: Human behaviour is, to some extent, genetically based. This means that behaviour can, to some extent, be explained by genetic inheritance, although this is rarely the full explanation since genetic inheritance should be seen as genetic predisposition which can be affected by environmental factors.

Researchers interested in the genetic origin of behaviour often use twins so that they can compare one twin with the other on a variable such as intelligence, depression or anorexia nervosa.
Identical twins (monozygotic twins – MZ) are 100% genetically identical as they have developed from the same egg. They therefore act as a control for each other. Fraternal twins (dizygotic twins – DZ) have developed from two different eggs. They share around 50% of their genes so they are no more similar than siblings.
Twin research never shows a 100% concordance rate so it is believed that genes are a predisposing factor rather than the cause of behaviour. Therefore it is also important to consider what environmental factors could influence the expression of the genetic predisposition.

Principle 3 demonstrated in: Bouchard et al. (1990) performed the Minnesota twin study, a longitudinal study investigating the relative role of genes in IQ. The participants were MZ reared apart (MZA) and MZ reared together (MZT). The researchers found that MZT had a concordance rate of IQ of 86% compared to MZA with a concordance rate of IQ of 76%. This shows a link between genetic inheritance and intelligence but it does not rule out the role of the environment.

Author: Derek Burton – Passionate about IB Psychology

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Shine a light on me

6/5/2014

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Hate being in the spotlight? Relax, no one is watching.

We are talking anxiety disorders. People with a social phobia tend to fret about being noticed by others. It is not actually being noticed that leads to stress and anxiety, it is the fear of being judged by others that can cause the onset of a panic attack.

The most interesting IB Psychology option available to us is our Abnormal Option (not doing this one? berate your terrible Psychology teacher!). And within Abnormal, we can study anxiety disorders as one of our three groups of disorders: anxiety, affective and eating disorders. Again, a pretty interesting route to explore. For example, I'm sure you are all high achieving IB Psychology students and as such could have a degree of atychiphobia - the fear of failure!

Social phobias are our most prevalent anxiety disorders. Who out there is not just a little bit anxious about getting up on a stage and addressing an audience - having the spotlight shone upon us to be judged? A teacher might just be immune perhaps? ...

Discussing the 'Spotlight Effect'

We tend to vastly overestimate how much attention other people are paying to us. This snippet of a Freakanomics podcast below is an entertaining discussion about the spotlight effect. Honestly, we''re only the centre of our own universes, not everyone elses'.

Psychology in everyday life. One of the things about devoting a rather large proportion of my life to the study and teaching of Psychology is that I'm very much aware of the many, many cognitive biases that we have. Sometimes I find myself in the midst of a particular situation where I'll suddenly think, "hang on! didn't I read a study about this somewhere?"

As if being a teacher doesn't put me out in front of literally hundreds of people each day, the classroom I teach in tends to accentuate the fact I'm up in front of my students, ahem, performing. My classroom used to be the old music room and I have this little stage to teach from, hopping up and down as the lesson dictates; down to students, up to the whiteboard, computer and projector.

Today in class, in front of my lovely, lovely Year 11s I took a dive off my 'stage' . Hilarious! Much, much better than the time I tripped over my laptop chord and brought everything crashing down around me. This was all fine, after a number of near mishaps I had resigned myself to the fact that this was an inevitability. I've been preparing for this for the last two years and as a teacher I'm used to my students laughing at (surely with?) me, so finding myself the sudden and undignified centre of attention wasn't what interested me. I picked myself up, shrugged off the laughter of twenty giggling school girls and went to help answer a student's question, admittedly, a little redder than usual.

What piqued my psychological interest wasn't the glare of unwanted attention from my stage dive, it was the fact that I now had a rather large rip across one knee of my trousers. Which, I might add, I had only just got back from the drycleaners having spent $15. What suddenly gave me pause for thought was this: Am I suddenly in the middle of the Barry Manilow t-shirt experiment?

In Gilovich et al.'s (2000) classic experiment ''Barry Manilow t-shirt experiment', participants were misinformed that they were in an experiment which aimed to examine memory. Memory for details about other people. First, picture this. Assume you are not a 12 year old girl and someone has asked you to put on a t-shirt with a big Justin Bieber face on it, walk through a door and briefly face a room full of complete strangers before exiting the room. The spotlight was on them, they were probably self-conscious enough already and now they had to wear this ridiculous t-shirt in front of a group of peers without being able to explain themselves. Fantastic! You have to love Psychology experiments.

The Spotlight Effect

The original journal article on the spotlight effect on social judgement - Gilovich et al. (2000).

PDF Download Gilovich et al. (2000)

The Justin Bieber of his generation?

The experimenters were interested in comparing two things. Firstly, an estimate from participant as to how many of the other participants would have noticed they were actually wearing an embarrassing Barry Manilow t-shirt. Gilovich wanted to then compare this estimate to the number of observing participants who had actually noticed the t-shirt.

By now, you will be able to take a pretty good stab at the results. Wearing an embarrassing t-shirt made participants very self-conscious, and being self-conscious vastly inflated overestimations of other people being aware of the ridiculous t-shirt. The assumption was that almost all of the observing participants would have noticed. The reality was that when questioned, hardly any of these observing participants could recall the t-shirt when prompted. No one notices the embarrassing stuff. I'll repeat that, because it is enormously liberating ... No. One. Notices. The. Embarrassing. Stuff.

Humans are highly, highly social beings. Evolution has shaped us to be able to think about what other people are thinking about us. This ability to 'read minds' helps us function is social situations. We know it is not OK to eat with our mouths open because other people will think badly of us. We know it is good to make others laugh, we will be socially accepted and more readily able to belong to our ingroups. And we know, for sure, that it is not OK to wear a Justin Bieber t-shirt, because we will be shunned by others if we do. It turns out that we are terrible mind readers, at least in situations where we think we have made fools of ourselves.

Anyway, back to the classroom. Ripped trousers a bit embarrassing, yes. After all, have you ever had the pleasure of being taught by a teacher wearing nice shiny shoes, a crisp shirt (this was only second period), nice tie ... and a massive big rip across the knee of his nice dress trousers? No? I didn't really think so.

However, armed with my Psychology, I knew that, apart from significant numbers of students in my initial stage-diving class, almost no one else I encountered that day would notice that I was dressed like a fool. Knowledge is power, as the saying goes. With this knowledge I was free to roam the corridors, teach my classes and sit down and chat naturally with my colleagues in the teachers' lounge.

Yeah, you might think. First chance I got, I gapped it home to change ...

Every normal person, in fact, is only normal on the average. His ego approximates to that of the psychotic in some part or other and to a greater or lesser extent. - Sigmund Freud

Author: Derek Burton – Passionate about IB Psychology

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Structure, Order, Routine.

10/3/2014

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The totalitarian classroom

This post explores the 'totalitarian approach' to achieving the prefect IB Psychology exam answer. There are no surprises in the IB Psychology examinations. Each learning outcome has an equal chance of being assessed in the exam. Each learning outcome is either an exact or near match to the examination question.

In our classroom, each learning outcome we explore is always followed by preparing a model answer which can then be memorised for class assessments, mocks and actual IB Psychology exams. And voilà, great answers can be easily written in exams. This is the secret to success in IB Psychology - prepare great model answers and then memorise these for exams.

Sounds easy? It's not quite rocket science, but it's certainly not a walk in the park. Two things need to be in place:

Knowledge. Student's need to know how to write a perfect SAQ and ERQ. They need to practice writing these. And they need access to good feedback from the IB Psychology teacher in order to make incremental improvements in the quality of the model answers they produce.
Time. It is hopeless to try and prepare models answers three weeks before examinations. Prepare each answer in response to the learning outcome being studied at that time. Spend revision time memorising these, not doing the hard work which needs to have been previously completed.

She should have listened to her Psychology teacher

Structure. Order. Routine. These are the keys to having the knowledge and time requirements under Control. Thus, the totalitarian approach to achieving the prefect IB Psychology exam answer is very effective.

Time: Plan for incorporating this model answer preparation time into your teaching schemes. Insist that these are completed to the very highest standards (i.e., have the very highest expectations of your students). Allow them some class time to ask questions of you as they complete a perfect answer to each short answer or extended response question.

Knowledge: The IB psychology examiners are looking for certain requirements to be met (command terms, knowledge, definitions, research studies, critical thinking and organisation, etc.). They are looking for these same requirements across any SAQ or ERQ. The mark level descriptors for all SAQ questions are the same. The mark level descriptors for all ERQ questions are the same.

Drilling my Psychology students

Using a template to enable students to think about what they need to include in their responses and how they need to structure these is a great idea. They will soon be in the habit of planning their answers, and knowing how their planning is directly relevant to achieving a great mark.

You won't be able to fool the IB Psychology examiner

I use the two templates below in my Psychology classroom. I set up the first ERQ and SAQ templates for my students to give them an idea of what I expect. After that they're on their own - they will need to complete their own templates for each answer they are preparing.

In fact, I believe that this skill is so important to success in IB Psychology that I refuse to mark an answer without a well completed template attached. I bounce them straight back with a zero attached. Nazi!

ERQ answer template - PDF

SAQ Answer Template - PDF

Feel free to use these templates in your own classroom, or students, for preparing your own model answers.

ERQ Model Answer Template

SAQ MODEL ANSWER TEMPLATE

Author: Derek Burton - Passionate about IB Psychology

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Bomb proof IB Psychology classroom experiments

Craik and Lockhart's (1972) Level of Processing

Go with the flow ...

Can you keep a secret?

Don't be tempted ...

The IB Psychology 7 - 5 Best tips

Examination fish hooks

Shine a light on me

The Spotlight Effect

Structure, Order, Routine.

ERQ Model Answer Template

SAQ MODEL ANSWER TEMPLATE

IB DipLOMA PsychologY:

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Craik and Lockhart's (1972) Level of Processing

The Spotlight Effect

ERQ Model Answer Template

SAQ MODEL ANSWER TEMPLATE

IB DipLOMA Psycho﻿logY:

Archives

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IB DipLOMA PsychologY: