Where is the barrier?

Yes or No

(2)

Played 35 %Accuracy 96 Average time 03:51

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About this activity

Answer "yes" when the statement is about a barrier in the lesson or learning environment.

Answer "no" when the statement places the barrier in the learner.

Created by

Loui Lord Nelson

United States

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Top 10 results

#	Player	Accuracy	time
1	Loui Lord Nelson August 14, 2026	% 100	01:17
2	Anonymous August 27, 2026	% 100	03:23
3	Anonymous August 27, 2026	% 100	04:09
4	Anonymous August 27, 2026	% 100	04:49
5	Anonymous August 27, 2026	% 98	02:04
6	Anonymous August 27, 2026	% 98	03:17
7	Shoshana Eisenberg August 27, 2026	% 98	04:00
8	Anonymous August 27, 2026	% 98	04:34
9	Anonymous August 27, 2026	% 98	05:52
10	Anonymous August 27, 2026	% 95	03:01

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Where is the barrier?


Where is the barrier?Online version Answer "yes" when the statement is about a barrier in the lesson or learning environment. Answer "no" when the statement places the barrier in the learner. by Loui Lord Nelson 1 Tends to avoid participation in group discussions or activities. Yes No 2 Relies on feedback that is closed (e.g., "right" or "wrong"). Yes No 3 Finds it challenging to communicate ideas clearly during class discussions. Yes No 4 Has difficulty transitioning between different activities or subjects. Yes No 5 Offers resources that are not culturally relevant or relatable. Yes No 6 Occasionally demonstrates a lack of focus on assigned tasks. Yes No 7 Offers limited time for questions. Yes No 8 Always uses text-based assessments. Yes No 9 Offers learning approaches one-at-a-time (everyone receives information or participates in the same way). Yes No 10 Finds it challenging to express thoughts verbally in front of peers. Yes No 11 Can be easily overwhelmed by large group settings or presentations. Yes No 12 Uses primarily text-based materials without visual or interactive components. Yes No 13 Struggles to follow multi-step instructions without additional guidance. Yes No 14 Has seating arrangements that hinder collaborative group work and discussions. Yes No 15 Has learning objectives that are not clearly defined. Yes No 16 Relies heavily on peers for support rather than independent problem-solving. Yes No 17 Uses complex language for assessments that is unrelated to the learning goal. Yes No 18 Provides resources in a single format. Yes No 19 Sometimes has difficulty completing assignments within the given time. Yes No 20 Sometimes struggles to relate learned concepts to real-world applications. Yes No 21 Limits the amount of time for scheduled breaks. Yes No 22 Tends to avoid taking academic risks or trying new approaches. Yes No 23 May require additional time to process information. Yes No 24 Uses complex language for assignments that is unrelated to the learning goal. Yes No 25 Establishes a constantly quiet learning environment. Yes No 26 Tends to exhibit frustration when faced with complex tasks. Yes No 27 Establishes a constantly noisy learning environment. Yes No 28 Lacks varied teaching methods to meet diverse needs. Yes No 29 Is prone to making careless errors on assignments. Yes No 30 Often looks disengaged or disinterested during lessons. Yes No 31 Struggles to maintain the organization of materials and assignments. Yes No 32 Requires repeated explanations for concepts to be understood. Yes No 33 Is frequently distracted by surrounding noise or activity. Yes No 34 Designs lessons that are predominantly teacher-spoken instruction. Yes No 35 Provides limited access to assistive technology. Yes No 36 Mostly offers activities that do not include or suggest real-life applications. Yes No 37 Relies solely on raised hands as a representation of engagement. Yes No 38 Often appears hesitant to ask questions for clarification. Yes No 39 Requires everyone to follow the same pace during instruction. Yes No 40 Experiences difficulty interpreting written instructions or prompts. Yes No

Where is the barrier?

Yes or No

About this activity

Created by

Download the paper version to play

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Where is the barrier?Online version

by Loui Lord Nelson

Tends to avoid participation in group discussions or activities.

Relies on feedback that is closed (e.g., "right" or "wrong").

Finds it challenging to communicate ideas clearly during class discussions.

Has difficulty transitioning between different activities or subjects.

Offers resources that are not culturally relevant or relatable.

Occasionally demonstrates a lack of focus on assigned tasks.

Offers limited time for questions.

Always uses text-based assessments.

Offers learning approaches one-at-a-time (everyone receives information or participates in the same way).

Finds it challenging to express thoughts verbally in front of peers.

Can be easily overwhelmed by large group settings or presentations.

Uses primarily text-based materials without visual or interactive components.

Struggles to follow multi-step instructions without additional guidance.

Has seating arrangements that hinder collaborative group work and discussions.

Has learning objectives that are not clearly defined.

Relies heavily on peers for support rather than independent problem-solving.

Uses complex language for assessments that is unrelated to the learning goal.

Provides resources in a single format.

Sometimes has difficulty completing assignments within the given time.

Sometimes struggles to relate learned concepts to real-world applications.

Limits the amount of time for scheduled breaks.

Tends to avoid taking academic risks or trying new approaches.

May require additional time to process information.

Uses complex language for assignments that is unrelated to the learning goal.

Establishes a constantly quiet learning environment.

Tends to exhibit frustration when faced with complex tasks.

Establishes a constantly noisy learning environment.

Lacks varied teaching methods to meet diverse needs.

Is prone to making careless errors on assignments.

Often looks disengaged or disinterested during lessons.

Struggles to maintain the organization of materials and assignments.

Requires repeated explanations for concepts to be understood.

Is frequently distracted by surrounding noise or activity.

Designs lessons that are predominantly teacher-spoken instruction.

Provides limited access to assistive technology.

Mostly offers activities that do not include or suggest real-life applications.

Relies solely on raised hands as a representation of engagement.

Often appears hesitant to ask questions for clarification.

Requires everyone to follow the same pace during instruction.

Experiences difficulty interpreting written instructions or prompts.