Diagonal Alignment: Integrating Basics Skills Across the Curriculum

In working with teachers on integration and differentiation, there are a few common obstacles that are prevalent in almost every group. Logistics of how to implement this approach in the system that is currently used is a common hurdle. Then in trying to integrate curriculums, what should be taught. Diagonal alignment is an idea to help teach and reinforce basic skills and concepts throughout an entire year. Based on the idea that there is vertical alignment K-12 of subject matter or aligning a grade level each month. And that horizontal alignment refers to the sequence of a subject area within a year. Diagonal alignment is taking that basic idea to help integrate subject areas throughout the year.

 The original model of alignment is shown in figure 1. In a typical school the subjects and the months would be presented in a table that shows what the basic concepts taught each month. When the chart is filled out completely the teachers can look to see if there are any natural ties between their subject and another subject to encourage integration. Or teachers would look at the chart and decide to rearrange parts of the curriculum to overlap and integrate or to create a spiraling effect for skills that cross subjects and can be reinforced every few months. An example might be the idea of measurement being taught in Math in August, then Science will reinforce the concept in October. Or Social Studies is teaching population growth, so math develops an exponential growth unit to tie into the social studies unit.

To keep the idea simple the structure must be simple to use. The concepts start by having each subject area determining the basic skills that are vital to the subject area or an area that traditionally are areas that students struggle with in that area. The list could include fractions, percentages, dividing for math. Map skills, chart development, geography of social studies. The scientific process and measurement for science, Reading, non-fiction writing for language arts. The other classes such as art, choir, band, and physical education can and should be included if at all possible. Incorporating music, art and physical activity or health can be done just as easily as any other subject.

 Once the list of basic skills is decided upon by each subject area, those teachers then will create a “cheat sheet” for other teachers. The “cheat sheet” gives key points for the basic skills and what should be the focus on each of the concepts chosen. The subject area teachers will also teach a mini lesson of those vital skills to the staff just prior to the school year. The idea is to share expectations and key points for all non-subject area teachers to make sure there is a consistent message in these content areas.

 After the opening teaching session and the “cheat sheets' ' have been delivered, then the first month of school, the subject area begins to teach class. The curriculum of the class does not change in the scope and sequence previously used, but there will need to be a place to teach the basic skills and concepts that were shared with the teaching staff. The skills and concepts need to be taught by the subject expert at the beginning of the year so the base is solid and can be reinforced throughout the rotation of the other classes. A sample rotation is given as an example and the term diagonal alignment is evident when you draw arrows from the content area to the next class that will be reinforcing the basic skills the next month. The model given uses only the core subject areas. Art, music, physical education etc. can be added to the rotation. The order of the classes listed can be modified to fit the needs of each individual situation. The order is up to the discretion of the staff and may be influenced by what else is being taught in the class that may lend itself to a natural integration of subject matter.

 Using the previous model of scheduling the rotation of basic skills, in the month of September each teacher will begin to work into the basic skills of other subject areas. The basic skills cheat sheet and communication with other teachers will assist in this process. As an example(fig2), language arts determined the basic skills they want reinforced were non-fiction writing and reading comprehension. Then in the month of September the social studies teachers will teach the required social studies curriculum, but they will integrate either both concepts of non-fiction writing and reading comprehension in the lesson or at least one of the two. It is not a stretch to think that a social studies teacher could incorporate a writing piece or a reading piece to help the language arts department with their concepts. Bringing map skills to math, graphing to science, or measurement to language arts could all be done in the first month of diagonal alignment. The impact has begun. After 3 months of reinforcing these same areas in different aspects of the curriculum the results will be noticeable. 

The rotation could repeat the second half of the year or if the subject area teachers feel that the skills are now solid, they can move into another need of the base curriculum. This process is a beginning to a more integrated curriculum. The goal is to be fully integrated when there are natural ties. Better yet, to develop a curriculum that starts with the idea of the bigger picture of the whole curriculum, all subjects, and create an innovative approach to deliver to students.

 In the current school year, students return to school mid-August and first semester is done at Winter Break. School concludes at the end of May. That means the months of December and May are wrapping up semesters That also means that the months of December and May could be an integrated project-based learning model that combines two subject areas to create a larger project. Again, this should lead to a deeper level of curriculum development. Targeted differentiation is a model that is used to develop that higher level of understanding for teachers and is another approach to innovate a school curriculum.  

The big question that is often posed is “How do I grade this?” The ideal situation is that we use standard based assessments, and that attainment of the standard is what we should do in this case. This would simplify this entire process. But it is realistic that many schools still use a grading system that is not standard acquisition based. The issue then becomes a matter of communication. Common rubrics or allowing the work done in language arts to be used in science as a grade would be possible. It is a matter of what each school or staff can do for the process. The logistics of any new program could make or break the attempt. It is vital to keep in mind that learning is the most important piece of this idea. If you grade, do not grade, share or don’t share doesn’t really matter as long as authentic learning is happening. Make the logistics work. Find common ground. Help each other reach the basic standards of your subject area. Remember you do not teach math or science, ultimately you teach kids!