Abstract
This study aimed to investigate the Application of Differentiated Instruction to Students' learning at Caniff Liberty Academy, USA. The researcher employed a concurrent triangulation analysis research design, which enabled a thorough examination of the study's objective. A maximum variation sampling method was used for the quantitative component, involving 20 respondent-teachers from Caniff Liberty Academy in Michigan, USA, who participated in the survey. For the qualitative part, the researcher used a purposive sample technique wherein ten instructors from the same school were chosen for in-depth interviews. Research findings revealed that differentiated instruction greatly corresponds with students' preferred methods of learning in several areas, including communication, learning, procedures, lesson design and implementation, and content. The findings showed that teachers used these strategies frequently, indicating a strong implementation of differentiated instruction. Additionally, emerging themes that demonstrated how varied instruction affected teaching practices were found through the qualitative part. Following these findings, a proposed framework was developed to improve differentiated instruction and assist teachers in honing their pedagogical strategies. By having the empirical results of this study about the importance of the students' preferred learning styles and the teachers’ approach through differentiated instruction led to an emergent framework, which will serve as a useful guide for teachers who want to enhance their teaching methods and create a more accommodating atmosphere for students with different learning styles, it will make learning more fun and engaging.
