What: Teachers set and rearrange class schedules to increase time outside.
How: Different schools or districts take different approaches when it comes to curriculum and scheduling. In some places, school or district administrators determine what curriculum will be used (e.g., FOSS kits for science, etc.) or when different activities will occur (e.g., math from 9:30-10:30 every day). In other places, curriculum and/or in-class scheduling is up to individual teachers. While there are parts of the school-wide schedule that are frequently not flexible (e.g., lunch and recess time, art or music class, when the reading teacher comes in a class), allowing teachers flexibility can help facilitate time outdoors. For example, if a class is having trouble focusing in the morning, a teacher may want to shift lesson times around to help the class focus by taking them outside for an activity in the morning instead of the afternoon. Or, if a science lesson planned for Wednesday could be done outside but it’s supposed to rain all day, a teacher could switch it with another lesson on a day with better weather. Teachers can increase time outside by being open to rearranging class schedules and flexible when opportunities come up. Administrators can help teachers take advantage of opportunities by supporting flexibility in curriculum and scheduling.
When: Anytime
Who: Administrators and teachers Materials: None
Why: Flexibility allows teachers to take advantage of opportunities to take students outside as they come up, to plan activities that will work for their particular class context, and avoid losing opportunities because of bad weather.
Barriers addressed: Clothing; Control over Curriculum; Fairness Across Students/Classes; Getting There; Out of Routine; Policies; Scheduling; Services; Sharing Spaces; Time/Space in Standards