ABSTRACT
This chapter contains four examples of detailed observations of children and curricula. Patrick Easen describes two secondary pupils having problems with subtraction. John Joseph Gleason observes the play of two boys with profound disabilities. Robert Hull gives an account of a science lesson whose temporal organisation created learning problems, and James Pye watches who gets attention in a French lesson. Together the extracts show the benefits of a close observation and recording of teaching and learning, with an emphasis on the learner’s viewpoint.
