ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study looks into the use of differentiated instruction among multigrade teachers in Calbayog City Division during School Year 2024 -2025 with the intention of proposing a capacity enhancement program. Based on Tomlinson’s Differentiated Instruction model, Vygotsky’s Sociocultural Theory and Gardner’s Theory of Multiple Intelligences, the study used the descriptive- correlational research design. 101 Multigrade teachers were purposely and stratified selected for the study which was conducted against purposely and stratified sample. Data were obtained through a validated questionnaire, and then analyzed through descriptive and inferential analysis in SPSS. Findings show that the components of differentiated instruction highly implemented by multigrade teachers were four in number. content, process, product, and environment. Teachers also expressed exceptionally good perceptions of its use. There is, however, a low turnout with regard to professional development seminars and trainings, especially among novice teachers. Important associations between some teacher profile variables and their varied instruction practices and perceptions as well as learners’ academic performance were recorded. Building on the results, a proposed enhancement program in capacity was designed to enhance effective and sustained use of differentiated instruction in multigrade classroom settings. The importance of continuous professional development, providing contextualized teaching strategies and administrative support in ensuring equitable learning experiences for all learners in multigrade setting is brought into focus on the study. Keywords — Differentiated instruction, multigrade teaching, instructional strategies, teacher perception, learner diversity