Do we usually forget about the objective we pursue, and what it is worse, do we inform our students of these aims?

Undoubtedly, many teachers commit this serious crime regardless of the level they teach: primary, secondary or higher education. The emphasis is put on content rather than on the desired results. From my point of view, this habit cannot be easily changed.
As Wiggins say, "we remain focused on textbooks and favored lessons ..." instead of deriving these resources from desired objectives. This malpractice may be catastrophic for our students. Wiggins describes very clearly this situation when he claims that some teachers "throw some content and activities against the wall and hope some of it sticks”. In other words, only hope or a mere academic accident helps students achieve understanding. In most cases, the lack of purposes inevitably leads to confusion or frustration in students. Even teachers may face confusion or dilemmas. Naturally, we ask ourselves later: why do my students do not learn anything? Why do they forget about everything?
Quite simply, the absence of planned results and the failure to inform students of these results are responsible for the misunderstanding in our students.
By adhering to Backward Design, we can sort out this curriculum malpractice. In fact, I have put into practice this backward design in my Cultural studies lessons. Clearly, students seem more oriented towards results. More importantly, they have a more positive outlook on the course.
Therefore, if you ask me, it is worth taking a chance on backward design.