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Identifying and Supporting a Struggling Student in a Computer Science Classroom

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Identifying and Supporting a Struggling Student in a Computer Science Classroom

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Observing Student Performance

Closely monitor student engagement and performance in programming tasks, debugging exercises, and problem-solving activities (Tomlinson, 2014).

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Tailor Curriculum to Suit Student Needs

Visual aids: Use flowcharts, diagrams, and screen recordings (Mayer, 2009).

Pair programming: Partner ELD students with fluent peers for guided practice.

Multilingual resources: Provide translated materials or coding syntax guides in their native language.

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Having difficulty understanding programming syntax and logic?

Making repeated mistakes despite corrections?

Avoiding coding tasks or frustrated with debugging (correcting code errors)?

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Gather Data and Conduct Informal Assessments

Use assessments like short coding challenges or pair programming sessions (pair programming entails working with an elbow partner or other classmate -Ann) (Vygotsky, 1978).

Collect student work samples (e.g., code snippets, pseudocode explanations).

Have in one-on-one conversations with the student to assess comprehension and identify potential barriers.

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Differentiating Between a Language Need and a Learning Disability

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Differentiating Between a Language Need and a Learning Disability

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I would analyze whether a student is struggling due to English language proficiency or a cognitive processing issue.

A. Signs of a Language Need (English Learner - EL):

Struggles more with technical vocabulary than with coding logic (Ladson-Billings, 1995).

Can grasp concepts visually but struggles with written instructions.

Shows progress when provided bilingual resources or extra time (Echevarria et al., 2017).

B. Signs of a Learning Disability

Persistent struggles with understanding sequences, patterns, or logic despite repeated practice (Ehri, 2005).

Trouble with problem-solving, memory recall, or organization in both programming and general academic tasks (Swanson & Hoskyn, 2001).

Little to no improvement even after multiple interventions.

If language appears to be the barrier, provide English language supports; if a disability is suspected, consider referral for special education evaluation (IDEA, 2004).

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White square with a question mark Copyright © 2004 Rafał Pocztarski

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Does the Student Have a Language Barrier to Overcome?

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Does the Student Have a Language Barrier to Overcome?

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If the Student Has a Learning Disability

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If the Student Has a Learning Disability

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For Students with Learning Disabilities

Chunking content: Break down coding tasks into smaller, manageable steps (Tomlinson, 2014).

Assistive technologies: Use speech-to-text tools, screen readers, or interactive coding platforms like Scratch (Mechling, 2007).

Explicit instruction: Model coding concepts with step-by-step guidance and repetition.

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White square with a question mark Copyright © 2004 Rafał Pocztarski

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Is the Student Struggling with a Learning Disability?

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Is the Student Struggling with a Learning Disability?

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If it has been determined that the student is struggling with a learning disability, proceed to the connected post

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If it has been determined that the student is NOT struggling with a learning disability, proceed to the connected post.

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If it has been determined that the student is struggling with a language barrier, proceed to the connected post

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The image above includes references in APA format. The following is the list with clickable links where the hanging indent wouldn't render:

Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167-188. https://doi.org/10.1207/s1532799xssr0902_4

Echevarria, J., Vogt, M., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model. Pearson.

Fletcher-Watson, S., McConnell, F., Manola, E., & McConachie, H. (2016). Interventions based on technology for autistic people: A systematic review. Journal of Autism and Developmental Disorders, 46(2), 600-615. https://doi.org/10.1007/s10803-015-2599-0

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Mechling, L. C. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review. Education and Training in Developmental Disabilities, 42(3), 252-269.

Swanson, H. L., & Hoskyn, M. (2001). Interventions for students with learning disabilities: A meta-analysis of treatment outcomes. Guilford Press.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

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Helping struggling students in a computer science classroom (or any classroom) takes a structured approach. By observing, assessing, providing support, and tracking progress, teachers can help students improve. With the right strategies, all students can succeed in coding and computational thinking.