The present study examines the possibility that ideas derived from the development of pedagogical theory may be used as a basis for practical pedagogical activity in primary school. Attention is directed towards the understanding of the role of the teacher in the educational process and towards the way in which this understanding has changed during different periods in the development of pedagogy. The analysis is based on works by Johann Amos Comenius, Jean-Jacques Rousseau, Johann Friedrich Herbart and John Dewey. These authors present different approaches to the organisation of teaching and to the interaction between teacher and pupil. Within their ideas various solutions can be identified regarding the question of how the learning process should be organised and what the role of the teacher within this process should be. On the basis of this analysis a pedagogical model is proposed which presents a sequence of activities directed towards the active participation of pupils in the learning process. The model includes the formulation of a question, the work of pupils in investigating a given topic, the discussion of different ideas, and the attainment of shared understanding. Within this process the teacher performs the role of organiser of the learning environment and supports the work of the pupils. The proposed model may be applied within the conditions of the all-day organisation of the school day. A particularly appropriate environment for its implementation is provided by interest-based activities, where pupils have the opportunity to work on small educational projects, collect information, and present the results of their work. In this way historical pedagogical knowledge may find practical application in educational activity and support future teachers in organising work with pupils in primary school age. The study is based on historical and theoretical analysis of selected pedagogical works and their interpretation in relation to contemporary educational practice.