As a reading specialist, I have learned that students do best in environments where they feel safe, connected, and engaged. Two approaches that support this belief are Responsive Classroom(RC) and Project Zero’s Playful Learning. I was fortunate to have the opportunity to explore both these approaches through participating in the Collegial Research Group (CRG) where Yvonne Liu Constant from Project Zero guided the CRG through our exploration of the guiding principles from The Pedagogy of Play. My introduction to the RC approach was first through the STI summer class RC and continued with the STI class RC: Through the Year at Heathcote. Throughout this year-long exploration of both approaches, I’ve noticed many similarities and how using them together makes each one more effective. Both emphasize the importance of relationships, joy, curiosity, reflection, and student-centered learning. I have worked to incorporate these key elements into my lessons to make my teaching and my students' learning more effective.
One of the strongest connections between these two frameworks is their focus on relationships as the foundation for learning. In Responsive Classroom, Morning Meetings and community-building routines set the tone for the day by creating a culture of respect and inclusion. Playful Learning views learning as a social process built on dialogue and collaboration. In my reading groups, when I say things like, “Let’s figure this word out together; what clues can we find?”, I’m not just teaching phonics or a comprehension strategy, I’m showing students that they are not alone, and that learning is a shared, supportive experience. Additionally, I have included many opportunities for my students to practice their skills through play or partner work. These opportunities foster cooperative learning.
Both approaches emphasize that joy and curiosity are essential to effective learning. Responsive Classroom fosters this by incorporating energizers, games, and meaningful academic choices, while Playful Learning encourages teachers to tap into students’ natural sense of wonder and create experiences that feel like discovery. For example, instead of using worksheets to practice vowel sounds, I designed scavenger hunts where students worked in teams to find and decode vowel or short vowel words posted around the hallway. I also introduced games like “Go Fish” and “Splash” that target specific reading skills while keeping students engaged and enthusiastic. To support skill development, I used the “I Do, We Do, You Do” model to scaffold instruction and gradually release responsibility to the students. This approach helped them feel supported as they learned something new and built their confidence to apply their skills independently. Additionally, we wrote and recorded short character trait skits to share with classmates, giving students a creative way to demonstrate and celebrate their learning.
The language we use with students is another area of overlap between the two approaches. Responsive Classroom emphasizes teacher language that is clear, respectful, and encouraging. In her book The Power of Our Words, Paula Denton explains that the way teachers speak can help create a positive classroom, support student growth, and build social and emotional skills. What teachers say and how they say it influences how students think, feel, and act. Teachers need to be highly aware that their words can encourage independence, reinforce positive behaviors, and build a respectful, safe classroom environment, or have the opposite effect. Teacher language that is reinforcing, reminding, and redirecting helps achieve connection, curiosity, and academic achievement. Similarly, Project Zero emphasizes thoughtful language, especially the kind that invites students to reflect and think deeply. Instead of simply saying, “Good job,” I might say, “What helped you figure that word out?” These small changes make a big difference. Instead of seeking praise for their work, they become strategic learners.
Another key parallel lies in the focus on thinking, not just answers. Responsive Classroom promotes academic choice and problem-solving, while Playful Learning encourages teachers to use open-ended questions and thinking routines. Reflection is also an important factor that makes these approaches more effective and creates long-lasting academic and social connections. When teaching a phonics or reading comprehension skill, I incorporated academic choice by offering different text selections, tools, and modes to show their learning and understanding.
Lastly, both approaches place a strong emphasis on reflection. This skill fosters the development of independent and confident learners. In my classroom, I have become aware that I’d like to include more time for reflection. Students regularly correct their work on progress monitoring dictation assignments, and they are asked to determine what they did well and what they need to practice more. In addition, students are asked to think about how they made connections and inferences in text instead of stating the answer. In the future, I’d like to include questions about what kept them going when things were tricky. I want them to see themselves as capable learners and take ownership of their growth.
In conclusion, both Responsive Classroom and Playful Learning share many parallels. When combined, they help me create a learning environment where students feel seen, safe, and empowered. When I combine these two approaches, my room becomes more than a place to catch up on reading. It becomes a place where kids feel seen, smart, and excited to learn. By blending these approaches, my goal is to support students not just in learning to read, but in learning to love reading and themselves as learners. Additionally, it was wonderful learning and growing alongside my colleagues.