Metacognition and self-regulated learning training in Bangladesh

Metacognition & Self-Regulated Learning: Empowering Independent Learners

Help pupils plan, monitor and evaluate their learning — practical, evidence-informed strategies for Bangladeshi classrooms.

Help your pupils learn how to learn. This course translates cutting-edge research into practical routines that build students’ ability to plan, monitor and evaluate their own work. Drawing on the Education Endowment Foundation’s seven recommendations, you’ll see how explicit teaching of thinking strategies can add substantial progress within a year.

What to expect Back to Teacher Training (BD)

What to expect

One-day workshop

Explore the science of metacognition through interactive activities. Practise think-aloud modelling, planning frameworks and self-evaluation tools that show pupils how to take charge of their learning.

20-hours online learning

Develop lesson plans that integrate metacognitive strategies across subjects. Learn how to nurture metacognitive talk, set appropriate challenges and assess pupils’ growth as self-regulated learners.

Key questions

Do your pupils know how to plan, monitor and reflect on their learning?
How often do you model your thinking to show how experts solve problems?
Could explicit teaching of metacognition raise attainment across subjects and year groups?

How this course will change practice

You’ll leave confident to teach metacognitive strategies explicitly and embed them in everyday lessons. Pupils become more independent and resilient, learning to plan, monitor and evaluate their work. Evidence shows that metacognition delivers significant gains, so this shift in practice translates into higher attainment and greater engagement.

Preparation reading before the course

To get the most from this module, we recommend reading our think-piece blog: Thinking About Thinking: Why Metacognition Matters for Every Classroom.

Thinking About Thinking: Why Metacognition Matters for Every Classroom

The blog reviews the EEF evidence showing that explicitly teaching metacognitive strategies can add months of additional progress. It also explains why some pupils struggle — not from lack of ability, but because they haven’t yet learned how to plan, monitor and reflect on their learning.

Reflection prompts

Where in your subject do pupils already show good self-awareness?
Do you provide routines that encourage learners to pause and check their work, or do they mainly wait for you to confirm it?
Which pupils are least confident in monitoring their own progress — and why might that be?
How often do you model your thinking so pupils see the process, not just the answer?

Continue your development

Learn how this module fits within EBTD’s teacher training in Bangladesh (BD).

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