4. This learning activity is inappropriate for lessons in secondary Personal Development, Health and Physical Education (PDHPE) -no focus on outcomes in the syllabus document or important subject ideas.
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7. Lower-order thinking- students are not required to develop their own conclusions about the problems displayed.
8. On the other hand, students feel a sense of accomplishment upon completing the task as if the correct answer is not selected the first time, students have multiple chances to pick the correct answer.
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10. The activity is extremely limited- only has one set of patients who have the same illness each time the activity is restarted- can only be completed once.
11. Students have no opportunity to guide their own way through their learning as they need to follow a series of steps.
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14. This makes it difficult for real world connections to be made to content-less likely for students to learn.
15. These diseases are not part of the PDHPE curriculum; therefore the learning does not address outcomes for students making it an inefficient learning tool.
22. Students can effectively comprehend this important informationby following links to other websites where they then answer questions to complete the activity and evaluate the new knowledge that they have learnt.
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26. For example, students visit numerous sites to access different resources to construct well written answers in sentence form.
27. Students also complete challenging work when they come up with their own definitions of health and critique the information put forward by the hosts.
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29. Students learn about solutions to real health issues which concern them in today’s society through the use of information presented by panel members which is then further described by audience members inn the activity.
30. Students need to understand about the health issues presented and how to prevent them in their lives both at the present time and in the future.
