Technology Essentials in Education Episode 14:
Play-Based Learning in Today’s Classrooms

Hello there, my name is Monica Burns and welcome to today's episode of Technology Essentials in Education.

In this episode, I chat with Robert Dillon and we explore the power of play.

He is an innovation expert and has a background as both a principal and district leader, and he knows exactly how to bridge the gap between curriculum and engagement.

So he joins this conversation to talk about how to maintain a playful spirit in virtual spaces, how to rethink our learning environments, and how to support educators through play-centered professional development.

So if you're looking to bring some more energy, some more joy and curiosity into your teaching, he has some great strategies you'll want to check out.

Let's jump into the conversation.

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Welcome to the podcast. I am so excited to chat with you today about all things play-based learning.

Can you share a bit with listeners about your role in education and what your day-to-day looks like?

Yeah, I get to work with schools all around the country thinking about where the future of education is going, whether we can mine things from the past to make them also innovative.

For a big chunk of years now, I've had an opportunity to think about what it looks like to change what, how, and where kids learn. That gets us to today thinking about play-based learning a little bit.

Perfect. I've seen you present multiple times and we've known each other for a while. For this particular topic, I'm really excited to dive in to see what's new and what's happening in spaces, what you're seeing in your experiences with schools and districts.

But before that piece, what is play-based learning? How would you define this for someone who's maybe heard the term but isn't quite sure what it looks like in action?

I think in the end, it's one of the most natural things that humans do. It's really the embodiment of discovery, exploration, and curiosity, which all of our kids from our youngest toddlers to our students in high school and beyond have.

Sometimes school squeezes them out, but we all want to be playful. We love being in rooms with people that have playful ideas and playful energy.

The teachers we remember were playful in some way, whether it was their quirky personality or whatever it was. It really is the infusion of that energy and those concepts into the planning, design, and execution of learning.

The energy piece is so crucial when we think back about what it feels like to walk into a space or to have a conversation with that educator or to collaborate or problem solve around something that has that kind of energy.

Can you share examples of what effective play-based learning looks like in classrooms?

Certainly. A big chunk of my work with schools is thinking about where kids learn. We've all walked into sterile learning environments that just suck the play out of us or places so chaotic we couldn't handle all the stimulus.

A lot of my work is trying to optimize and modify the learning environments that are happening. I come into it with that lens.

Educators want to talk about learning environments, which is usually a Trojan horse to talking about curriculum and instructional design.

If you think about the ultimate play place for schools, it doesn't have to just be preschool or elementary but like the playground, playing on a team, or being in a play.

All of those bring a sense of energy and positivity. I think of all three of those things.

I think of being on the playground. What I've recently learned is that no one's ever taught a teacher how to use a playground as a learning space.

A lot of my work lately has been teaching teachers that yes, recess is awesome and unstructured play is a must, but what is guided play on an amazing space with amazing energy? How does that help?

Playground is one of those. For secondary students, I think of exciting science labs, outdoor learning, playing on a team, and that kind of collaborative piece. All of those have playful energy.

So this isn't just about K through five.

That's interesting what you said about the playground. We often think of instructions like go and be careful when elementary students head out to recess.

I taught upper elementary, fifth grade, for a number of years in that middle school sweet spot. The idea of going out into outdoor spaces or even in New York City, Central Park wasn't far away for us to have experiences there.

That's a great reminder for someone who might think play-based learning is more of an elementary piece. There are secondary components and specific academic goals for those students in addition to elementary ones.

How does play-based learning support academic goals rather than compete with them?

Two pieces. We wear our students down over the day; cognitive load builds and their sponges are full. Play-based learning is a cleansing thing that helps us compartmentalize ideas, relax, remove stress, and primes our brain for academic moments.

If you take multiple classes a day, we can't keep pressing. Play-based learning is also about playing with ideas and concepts. Those discussions, interactions, and simulations are core to play-based learning.

Kids say we used to have recess and play. Framing the playfulness of learning, exploration, and discovery as play-based learning engages kids more in the process.

Particularly for secondary students who can wrap their heads around that concept and articulate what they need or want more of or what doesn't feel like the best use of their time.

You mentioned structured, unstructured, and guided play experiences. How do you learn during play-based experiences without over-structuring them?

All good experiences get set up, happen, and then we reflect on them. Lesson structure is about how you set it up, get people hooked, and then reflect.

Reflection questions and conversations become assessment about what kids know and what to come back to. That reflective conversation can be formative assessment.

I trust professionals to observe situations and make mid-course corrections, like coaches on the field who adjust plays when they don't work.

Teachers can assess the quality and value of their lessons within playful moments. I've watched teachers take kids to the playground with instructions. It can go off the rails because kids haven't done it before, so you have to pull them back.

It's not just go be crazy in the forest. It is structured in a way we're used to but outdoors.

Taking a group of fourth graders to a playground, what would it look like to give students a set of instructions or a goal that doesn't feel too much?

I've been working with a nonprofit in St. Louis on inclusive play to make sure all kids can be part of it. We've built social emotional lessons where students observe interactions on the playground and then go play with a lens in mind.

Part of play-based learning is allowing for discovery. If a teacher needs control and doesn't allow surprises, it limits learning.

Asking students to be more empathetic of peers, whether introverted, extroverted, or with disabilities, empathy grows as students play together.

There are many layered benefits to this work.

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For someone starting out, adding layers over the school year might feel most comfortable, especially if they're used to having a lot of control or structure.

You mentioned nonprofit work and professional learning experiences. What types of support do teachers need most as they shift to including more play-based learning?

No teacher wants to hear this, but they have to play themselves. If you build a new learning space but haven't experienced it as a learner, you probably won't be comfortable taking learners there.

To bring more playfulness, we have to be playing ourselves. Some adults wear play well; others think it's just for children.

Being playful with ideas, concepts, and experiences keeps my mind fresh. Teachers have to inventory how to be more playful so they're comfortable bringing kids to the table.

That's an interesting reflection. When did I decide a field trip was okay? Maybe after professional learning at a museum where I saw the space and had a vision for the day.

Taking my niece to the playground, I climbed to the top and saw things I hadn't before because I made a conscious choice to be in that space.

Regarding professional learning, you support folks in person and virtually. Is there a tech piece you use to illustrate concepts or help people put themselves in spaces they haven't been in yet?

I use images and videos because you can't understand something until you've seen it. Showing images and videos of inclusive playgrounds goes a long way.

I also use games, puzzles, and riddles to bring playful energy. Asking someone to solve something during a video call brings up what it means to play with ideas and be playful with energy.

Modeling silliness, saying something funny, or using video features like backgrounds makes us laugh and puts us in the mood to talk about play.

Silly filters and similar tools can shift the energy in an environment and bring playfulness.

Can you share an example from recent professional learning that illustrates a common aha moment for teachers as they understand what's possible?

I was opening a new early childhood center and met with teachers who hadn't taught there yet. The building was beautiful and well thought out.

One teacher said she only had access to the playground for 30 to 40 minutes a day, so she had to leverage other spaces in the building to be playful.

We talked about what it means to have a playful hallway, entryway, and library. Framing those spaces as places where play is acceptable changes the lens.

We all have mental models of what happens in a hallway or library, and adding the adjective playful makes people uncomfortable, but it unlocks new possibilities.

It wasn't about the playground hour but how to allow all spaces in the building to embody play.

That's especially important when we think of isolated moments during the day or being stuck in schedules that put us in different modes.

Finding a thread of playfulness across the school day or week is key.

What advice do you have for schools or districts that want to support play-based learning beyond one high-energy classroom?

It starts with the leader. A school leader who sets good energy in the morning announcements sets the tone that this can be a playful place.

Every communication that talks about curiosity, discovery, and exploration reinforces that as the core identity, no matter the grade level.

For teachers, if one person is seen as a unicorn with a playful room, others may feel they can't be that way. It's important to start simple by being more playful with energy and language.

Expanding the number of spaces where students learn and talk about curiosity are good starting points for teachers not ready to dive in fully.

The highest levels of focus, attention, and engagement happen in playful places, so retooling what worked in the past for today is valuable.

That's a great way to wrap up with things people can do right away and ways to rethink their daily spaces and possibilities.

Where can people connect with you and learn more about your publications and professional learning?

Most of my work is at drrobertdillon.com, which gets you to everything else. I write a weekly newsletter on Substack about play, innovation, learning, and learning environments.

There are lots of videos about learning environments on YouTube. Do all the things and hunt those down.

I know you'll put links in the show notes to connect with anyone interested.

Perfect. We'll put all the links for people to find, follow along, and stay connected. Thank you so much for your time and energy today.

It was so much fun chatting with Dr. Robert Dillon today about play-based learning.

Here are a few takeaways from the conversation.

Play-based learning is rooted in human curiosity and energy and applies to learners of all ages.

It supports academic goals by reducing cognitive load and helping students re-engage with challenging content.

Reflection during and after playful experiences becomes a natural way to assess learning without over-structuring.

Leaders set the tone for a playful culture, and small shifts in language, energy, and space design can expand play across a school.

You can find show notes and a full list of resources from this episode wherever you're listening or watching to stay connected with Dr. Robert Dillon and learn more about play-based learning.

A big thank you to Jotform, the presenter of today's episode. To learn more about Jotform and how educational institutions can get a 30% discount on Jotform Enterprise, head to jotform.com/enterprise/education.