Johann Amos Comenius (1592 – 1679), one of the founding fathers of European pedagogy, wrote in his Didactica magna: “The first and foremost goal of our didactics should be to explore teaching methods which enable teachers to teach less and students to learn more and which will lead to less noise, disenchantment and frustration and to more freedom, enjoyment and true progress in school”. While in his explanation of the term didactics, teachers and students are given equal weight, didactical concepts developed in the 1960ties put strong and almost exclusive emphasis on the role of the teacher. It would therefore seem that didactics and SRL are mutually exclusive concepts. I would like to show, however, that this is not the case. Didactical models developed more recently, like constructivist and brain-based models and in particular models developed in media education not only place more emphasis on the learner, they also assume that learners’ SRL skills can and should be developed.