Differentiated Learning and Learning Profile Mapping

Submitted by LuAnn Bean Mangold

Differentiated learning or differentiated instruction (DI) is generally defined as an instructional approach that focuses on tailoring education to all students’ learning needs, based on their unique learning styles. Instructional design for DI varies depending upon student interests, preferences, strengths, and challenges. A key proponent of the DI concept is Carol Tomlinson (1999). In her 2001 research, she posits that students should have varied content options regarding what they will learn, along with personalized learning activities in order to demonstrate their understanding based upon varied learning profiles.

An example of a concept found in practice that relates to differentiated learning is known as learning profile mapping. As Professor Cope noted, students of the same age do not have the same abilities, although we have crudely organized much of education according to age. This organization of one-size-fits-all is defective and outdated. (Roiha and Polso, 2021).

Instead to recognize the diversity of educational abilities and needs, we should embrace learning profile mapping in order to meet the challenges and opportunities posed by the implementation of DI. Students will perform better if assignments are given in accordance with the skills they possess.

There are several approaches to recognizing learning profiles. According to Kanaan (2019), learning profiles should (a) focus on knowing students and helping them know themselves, (b) think differently about data to track learner needs and strengths, as well as setting academic and non-academic goals, (c) give the work back to empower students to create their own learner profiles for goal-setting and designing a learning plan, and (d) continually revisit the self-reflections in the learner profiles to look for change and growth. The important point is that learner profiles are dynamic.

When researching DI, I realized that technology and the online environment can, in fact, promote personalized differentiated instruction that is not overly burdensome for the instructor from both a quantitative and qualitative perspective, if adequate mapping of learning profiles is undertaken on the front end.

References

Kanaan, R. (2019). Learner Profiles: What are They, Why Are They Important and How Can You Get Started Co-Creating Them. KnowledgeWorks.org, Feb. 15 (Retrievable online at https://knowledgeworks.org/resources/learner-profiles-what-why-how/)

Roiha, A. and J. Polso. (2021) The 5-Dimensional Model: A Tangible Framework for Differentiation. Practical Assessment, Research & Evaluation, August Vol. 26, No. 20.

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. VA: ASCD.

Tomlinson, C. A. (2001). How to differentiate in mixed-ability classrooms. VA: ASCD.