Planning in professional learning teams: building trust, common language and deeper understanding of pedagogy

Abstract

A teacher professional learning team (PLT) collaboration developed a primary (elementary) Grade 5 & 6, health and nutrition unit using the e5 Instructional model. Planning documents and interviews with the teachers indicated that they had developed a shared language and the teachers assumed that they were achieving the same outcomes in the classroom. An evaluation of student work samples revealed that there were key differences in the way the learning tasks were approached. This case study found reflection on practice and pedagogy should be a deliberate focus in PLTs, to enable informed decisions about best practice. Building on the SECI knowledge creation model to inform a discursive cycle, the critical reflective practice of teachers is highlighted. This offers a pathway for teachers’ tacit pedagogy to become explicit, assisting with the creation and dissemination of new knowledge across professional learning communities.