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Teddy Ligon, 6, plays on a swing at Sol Forest School in Tijeras, New Mexico on February 3, 2021. Credit: Adria Malcolm for The Hechinger Report
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Cedar Crest, N.M. On a frigid December morning in a snow-speckled forest clearing in New Mexico’s Sandia Mountains, a chorus of children bundled in snowsuits, hats and gloves attempted their best impressions of a bear snoring. “I can snort like a pig!” one chimed in as the others giggled.
The benefits of outdoor education aren t accessible to all — High Country News – Know the West
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[더오래]댄스는 왜 시계 반대 방향으로 돌까?
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Courtesy of Amanda Yates
As rural schools in my home state of Vermont planned for the start of school this academic year, many education professionals here anticipated that a return to in-person schooling was likely due to the relatively few cases of Covid statewide. In the case of my K–6 school, the Albert Bridge School, we were able to turn some things that were previously considered challenges into advantages, including small class sizes. Our class sizes range from eight to 12 students, making social distancing easier. Some factors we’ve invested in over the last few years include a half-time coordinator on staff who supports place-based outdoor education; and we had a strong school and community identity centered around what we loosely call “The Mountain Curriculum.” With these pieces already in place, we could expand our approach to educating students outdoors while fostering connections within our community.