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.

中文翻译：

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专业学习团队的规划：建立信任、共同语言和对教学法的更深入理解

教师专业学习团队 (PLT) 合作使用 e5 教学模型开发了小学（小学）5 年级和 6 年级健康和营养单元。规划文件和与教师的访谈表明他们已经形成了一种共同的语言，并且教师认为他们在课堂上取得了相同的成果。对学生作业样本的评估表明，处理学习任务的方式存在关键差异。本案例研究发现，对实践和教学法的反思应该是 PLT 的一个重点，以便就最佳实践做出明智的决定。在 SECI 知识创造模型的基础上，为话语循环提供信息，突出了教师的批判性反思实践。这为教师的隐性教学法变得明确提供了一条途径，