ACADEMIC RISK-TAKING

IN IB INSTRUCTION
Prepared by Mandy Augst, Librarian
February 2021

IB ENCOURAGES ACADEMIC RISK-TAKING

According to the IB Learner Profile, academic

risk-taking involves:

Forethought and determination

Independent and cooperative exploration
Innovation, resourcefulness, and resiliency

Click here to review the IB Learner Profile.

RISK-TAKING AND THE BRAIN

Humans think differently and, therefore,

respond to risk differently.

Using brain scan data, recent neuroscience literature

reveals that human responses to risk--
calculation, aversion, and inclination--are controlled by different parts of
the brain. The limbic system, including the hippocampus and amygdala,
and the prefrontal cortex are vitally involved in risk-related decision-
making.
Students' risk responses vary, but every student has the potential to
embrace some level of academic risk with guidance and support.

Popular and Scholarly Articles:

CLICK
Gupta, R., Koscik, T. R., Bechara, A., & Tranel, D. (2011). The amygdala and
TO decision-making. Neuropsychologia, 49(4), 760–766.
READ
https://doi.org/10.1016/j.neuropsychologia.2010.09.029

CLICK
Jung, W. H., Lee, S., Lerman, C., & Kable, J. W. (2018). Amygdala functional and
TO structural connectivity predicts individual risk tolerance. Neuron, 98(2), 394-404.
READ
https://doi.org/10.1016/j.neuron.2018.03.019

CLICK Seymour, B., & Dolan, R. (2008). Emotion, decision making, and the amygdala.
TO
READ Neuron, 58(5), 662–671. https://doi.org/10.1016/j.neuron.2008.05.020

CLICK
Sherman, C. (2019, July 10). A delicate balance: Risks, rewards, and the adolescent
TO brain. Dana Foundation; https://www.dana.org/article/a-delicate-balance-risks-
READ
rewards-and-the-adolescent-brain/

Recent studies show that risk responses are not only linked to
executive functioning and emotion, which are notably different in
adolescents, they are also influenced by a person's memories of the
past and predictions of the future.

When discussing academic risks with students, ask about their

past experiences and what they imagine will happen.
"In the past, what were the benefits/costs of taking the risk?"
"In the past, what do you think would have happened if you had/hadn't taken
the risk?"
"What do you think would happen if you do/don't take this risk?"
ACADEMIC RISK-TAKING
IN IB INSTRUCTION

RISK-TAKING IS ESSENTIAL FOR LEARNING

Academic or intellectual risk-taking is associated with:

Innovation Metacognition
Inquiry/Research Grit
Creative pursuits Motivation/engagement
Self-efficacy Life skills

Click here to learn more about intellectual risk-taking.

"A fear of failure can poison learning by creating aversions to the

kinds of experimentation and risk taking that characterize striving."
Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2018). Make it stick: The science of successful learning.
Harvard University Press.

Click here to watch video on YouTube.

EMBRACING RISK IN THE CLASSROOM

Celebrate Notable Risk-Takers

Ask students to generate a list of people who took risks and/or
recovered following failure. Discuss the role of risk-taking in their
eventual success. Revisit the list throughout the year as it is relevant.

Reflect on Risk-Taking Experiences

Talk to students about your own experiences with academic risk-taking.
Have students reflect upon their academic risk-taking.
What happened when you failed?
How did you feel when it happened?
What did you learn from that situation?
What did you learn about yourself?
Why is this failure your favorite?
Beghetto, R. A. (2018). Taking beautiful risks in education. ASCD. http://www.ascd.org/publications/educational-
leadership/dec18/vol76/num04/Taking-Beautiful-Risks-in-Education.aspx

Encourage students to rate their typical level of risk-taking comfort (e.g.,

low, moderate, high). For a more in-depth activity, have students complete
the Risk Attitudes Profiler and reflect on and/or discuss their results.
Introduce
Introduce Unit
Unit and
and Project
Project Risk
Risk Potential
Potential
When introducing a new unit or project, begin by describing the risk-
taking potential (e.g., low, moderate, high). Ask students to set goals
and track their risk-taking in a document or spreadsheet. At the
culmination of the unit or project, have students share and discuss their
risk-taking experiences and any learning that occurred as a result.

Use
Use Beghetto's
Beghetto's Possibility
Possibility Thinking
Thinking Protocol
Protocol

APPLY AND REFLECT

INSTRUCTIONS: Draft an email to martitruman@trinityes.org. In

the subject field, label the message "Risk-Taking Mini PD
Reflection". In the body of the message, respond to the questions
that follow.

1. Before completing this mini PD, how did you address the IB
Learner Profile attribute, Risk-Takers, in your classroom?
2. Now that you have completed this mini PD, what, if any,
changes do you plan to make in your classroom with regard
to academic risk-taking?
3. Of the four risk-taking activities presented, which one are
you the most interested in using? Why?
4. Was this mini PD worthwhile? Why or why not?

Thank you for choosing this mini PD. It was created using Canva.
Send document-related questions to mandyaugst@trinityes.org.