Mind to Memory: Applying Cognitive Science in the Classroom
Design lessons that stick using retrieval practice, spacing and cognitive load principles—tailored for Bangladeshi classrooms.
Why do pupils forget what we’ve taught them? This course unlocks the science of memory so you can design learning that lasts. You’ll explore retrieval practice, spaced repetition and cognitive load theory—decades of research showing clear gains in long-term retention and higher-order thinking.
What to expect
One-day workshop
Discover how memory works and why retrieval practice outperforms repeated study. Experience practical techniques like low-stakes quizzes, “two things” reflections and brain dumps that make knowledge stick.
20-hours online learning
Learn to design spaced-review schedules, interleave topics and reduce cognitive overload. Explore digital tools to support retrieval and help pupils apply effective study strategies.
Key questions
- Why do some pupils remember information weeks later, while others forget by the next lesson?
- How can simple activities like brain dumps and low-stakes quizzes turbocharge retention?
- Are you spacing practice and review across your curriculum, or relying on cramming?
How this course will change practice
Teachers who understand cognitive science can redesign activities and homework to align with how memory works. Retrieval practice and spaced repetition strengthen neural connections and improve long-term retention. Implementing these strategies helps pupils become more confident, independent learners—raising achievement and reducing gaps in knowledge.
Preparation reading before the course
To get the most from this module, we recommend reading our think-piece blog: 7 Steps to Make Learning Stick: From Mind to Memory.
The blog unpacks decades of cognitive science—from retrieval practice (Roediger & Karpicke, 2006) to spaced repetition (Cepeda et al., 2006) and cognitive load theory (Sweller, 1988; Sweller, van Merriënboer & Paas, 2019)—showing how thoughtful strategies transform what students actually remember.
Reflection prompts
- Retrieval vs. review: Do your lessons lean on re-reading, or actively pulling information through quizzes, summaries or brain dumps?
- Spacing vs. reteaching: How often do you revisit material deliberately before forgetting kicks in, rather than reteaching it?
- Cognitive load check: Which resources (slides, instructions, tasks) may overload working memory—and how could you simplify or chunk them?
- Memory-friendly routines: What routines (checklists, clear transitions) already help students focus—and where could you introduce new supports?
Continue your development
- Teacher Training in Bangladesh (BD)
- Integrated Teacher Development Award
- Leadership Training Bangladesh
- Tutor Training Programme
Learn how this module fits within EBTD’s teacher training in Bangladesh (BD).
If you found this useful, join the EBTD newsletter for monthly, research-backed tips, free classroom tools, and updates on our training in Bangladesh—no spam, just what helps. Sign up to the newsletter and please share this blog with colleagues or on your social channels so more teachers can benefit. Together we can improve outcomes and change lives.
