It is certain that when we plan, we have an objective, but what happen in this process? Why we can plan but we cannot do everything?
In this chapter,Wiggins and Mc Tighe tell us about the difficulties in design,they call them,the twin sins, the first one has to do with the aimless of content and the other one has to do with the isolated and desconected activities that don't help to students' learning process.
When we plan, we have to decide what to teach,what to leave out,what to emphasize, and what to minimize only if there are agreedbupon priorities related to exit-level objectives (W. and Mc T).I think that often it is difficult to carry on, because we need a lot of time to analize every single class and think what is the best way for that particular class.
Also they talk about the differences between Understanding and Knowledge, the first one is define as a constructivist result of attempts by learners to make sense of the work and lessons,using reflection, performance and inquiry.On the other hand Knowledge is described as a summary of facts and concepts that are gained from learning and teaching activities.
According to the authors, there are three common problems when attempting to ue the standars for educational planing, one of them is the overload problem, it has to do with the contents and time,there is too much content to present and there is not enough time to teach it, so we have to select, and think what is the best way to do it. the second one is called the Goldilocks problem, this has to do with too big standards and this doesn't help to teachers and students' learning process and finally the last one has to do with no clear instructions and information on a same theme, so teachers can interpret in a different way according their own appreciation.
As a conclusion I can say that there is no a single way to design our plan, there is no the only one, it is related to students necessity, so goals can vary.
