Organizing for learning

In 1979 I arranged with Robin Haberfield who was teaching a class of 8 and 9 year olds to have three observers watch three of his pupils continuously for about an hour and a quarter every day for seven weeks during a series of lessons on conservation .I wanted to discover how ordinary children learn in class. The central question was, 'What aspects of organization and presentation of material by the teacher, and what aspects of behaviour by the children, are related to children's learning and, in particular, their long term learning?'