Learner variability and jagged profiles as the foundation for personalized learning¶

Theory · All theories
Evidence · no claims cited

Description¶

The paper's organizing framework is that no average learner exists: each learner has a distinctive profile of strengths and challenges, so instruction must be designed for variability rather than the middle. It cites Todd Rose's concept that each learner has "jagged profiles," which recognize that each person/learner has distinctly different strengths and areas of growth or variability. The framework underpins the paper's claim that teaching to the middle is inadequate and that frameworks like Universal Design for Learning address learner variability with flexible goals, methods, materials, and assessments.

Design Implications¶

Context¶

Requirements¶

• Designers must start from learner variability rather than an average-learner conception; NCLD cautions that retrofitted changes often lack evidence for students needing intensive support

Constraints¶

• The paper presents this as an argument and framework, not as an empirically tested model in this document

Target Learners¶

• All K-12 learners, explicitly including students with learning differences and other historically underserved groups

Target Learning Objectives¶

• Meeting each learner where they are; developing self-awareness of how one learns

Claims¶

Related Theories¶

• Jagged profile: learner characteristics that guide learning capacity cannot be described by one-dimensional values like IQ or standardized test scores
• Jagged profiles concept of learner variability
• Learner Positioning Systems and Learner Models framework
• Learner Positioning System (LPS): a GPS-like system positioning each learner with a learner profile, learning map, and resource bank

Examples¶

• Personalized Learning Plans that stay dynamic to enhance student agency
• Leveraging Strengths to Address Learning Differences
• Reflecting on Student Strengths and Challenges
• Apply Student-Centered Strategies to Support Learning Differences
• Leveraging Strengths to Address Attention Challenges
• Black Genius Profile
• Personalize professional development by differentiating it and assigning educators by strengths and student needs
• Adaptive learning systems that calibrate tasks to the zone of proximal development

Key Sources¶

• Barbara Pape and Tom Vander Ark. (2020). Policies and Practices That Meet Learners Where They Are. Digital Promise Global. https://global.digitalpromise.org