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As computational thinking (CT) gains prominence in primary education, there is an increasing need to personalize learning experiences in block-based programming environments like Scratch. This computational-thinking-based innovation constructs and proposes a data-driven learner typology framework to support differentiated instruction based on Scratch projects. Twelve student-created Scratch projects were analyzed using the Scratch Evaluation Framework. The hierarchical clustering analysis was conducted to identify patterns of CT strength. The findings revealed three distinct learner profiles: (i) Logic-Dominant, (ii) Synchronization-Dominant, and (iii) Interaction-Dominant, each exhibiting unique patterns of CT concept mastery and associated CT practices such as abstraction, decomposition, and iterative design. The innovation contributes a novel extension to existing CT frameworks by integrating student behaviour, coding structure, and CT practices into a practical, learner-centered model.