Secondly, as the author points out ''the greatest deffect in teacher lesson plans and syllabi, when looked at en masse, is that the ''key intellectual priorities- deep understanding  of transferable big ideas, and competence at core performance tasks- are failing through the cracks of lessons, units, and courses devoted to developing thousands of discrete elements of knowledge and skill, unprioritized and unconnected''.
I believe this is strongly connected to the school's curriculum, because if it does not present a clear picture of what it is really aiming at, in terms of learning goals, competences and skills how lessons will successfully reflect the curriculum aims. Of course one of our prevailing deffects is how we design the learning process not taking into account where we really want our pupils to get, just taking assessment as the final part of the process rather than the beginning of it.