Differentiated instruction is an approach that addresses student needs and preferences with regard to the high demands of accountability in today's world of standards and standardized testing. Differentiation embraces many of the processes, strategies, and approaches supported by best practice and research. While not confined to a single content area or a specific grade level, the differentiated approach to classroom instruction is one that can be applied to any content area at any grade level. Teachers who differentiate are teachers who consider student learning preferences, abilities, styles, and interests to meet the learning attributes and characteristics of the diverse student population in their classrooms.

This study attempted to evaluate the utilization of differentiated teaching strategy and mother- tongue medium of instruction towards enhancing performance among grade one learners which served as basis for a proposed capability building program at Caloocan North IV.

it sought answers to the following questions: What activities do teachers utilize for differentiated teaching strategy; how do teachers utilize Mother- Tongue Based as a medium of instruction; what is the level of utilization of differentiated instruction strategy in terms of the following as assessed by teachers themselves and master teacher/school head respondents: Grouping Activity, Peer Learning. Structured Learning and Simulation; was there any significant difference on the assessment of the two groups of respondents on the level of utilization of differentiated instruction strategies; what challenges were encountered by the teachers in the utilization of differentiated teaching strategy, and how may the findings of the study be utilized for a proposed capability building program on other teaching strategies?

This study adopted various approaches such as utilizing a pre-designed research questionnaire and checklist. Likewise, the researcher also conducted Relationship Discussion Based Learning (RDL) to gather challenges among the respondents on the utilization of differentiated teaching strategy. Among the respondents were 56 Grade One teachers, 13 master teachers and 3 school head of public elementary schools in Caloocan North IV. The study was conducted during the school year 2018-2019. The statistical tools employed to treat the data were weighted mean, percentage, ranking and T-test.

The study reveals that role playing is the most utilized activity for differentiated teaching strategy in the following subjects such as: Edukasyon sa Pagpapakatao (ESP), Araling Panlipunan, English and Health while Grouping activity is commonly used in Mathematics, Filipino and Mother Tongue. On the other hand, Singing is utilized primarily in Music subject, Drawing in Arts and Games for Physical Education.

Also, it shows that among the stated reasons of teacher respondents, the use of Mother- Tongue as medium of instruction mainly helps in improving the communication skills of their learners.

The study further reveals that the perception of teachers is higher than the rating of master teacher/ school head respondents as manifested in their numerical rating. This further emphasizes that Grouping Activity and Peer Learning perceived as the widely used differentiated strategy by the two groups of respondents whereas Simulation and Structured Learning viewed as the same level in utilization.

It also shows that among the stated challenges by the teacher respondents, attitude of the learners is perceived as the most encountered in the utilization of differentiated teaching strategy.

Furthermore, the study reveals that the proposed capability building shows the process on how teachers and master teacher will be capacitated to develop knowledge and strong foundation on the use of other differentiated teaching strategy.

To cater the diversity of the learners and accommodate all their individual needs, teachers may also use other differentiated teaching strategies and explore its effectiveness. The researcher also recommends to the Mother- Tongue coordinators in school to conduct a School Learning Action Cell so they may introduce other strategies and activities that will develop the communication skill of grade one learners.

In addition, the researcher suggests that the schools covered by this study should also be aware on the strategies they use and its effect on their learners. They may conduct peer mentoring for those teachers struggling on the use of these strategies. Administrators and teachers may work collaboratively overtime to revisit curriculum content as well as the least mastered skills and check where they can use Grouping Activity and Peer Learning in different subject areas to improve learning outcomes.

Furthermore, the future researcher may study the factors affecting the attitude of learners when teachers use differentiated instruction as their strategy in class and the proposed capability building may be used by other institution who wishes to implement differentiated teaching strategy.