The theory of multiple intelligences lends itself well to the field of education. When used correctly, it can provide great benefits. Teachers can help students use their combination of intelligences to be successful in school and to help them achieve in whatever area they want or need to learn. Presentations that teach to the various intelligences not only excite students about learning, but also allow a teacher to reinforce the same material in a variety of ways. "By activating a wide assortment of intelligences, teaching in this manner can facilitate a deeper understanding of the subject material." (Brualdi) Taking individual differences among kids into account is central to MI theory.

Although there are eight intelligences, MI theory does not promote teaching everything in seven or eight different ways. The point is to realize that any lesson from any discipline can be taught in a vast number of ways. "There are things people need to know, and educators have to be extraordinarily imaginative and persistent in helping students understand things better." (Howard Gardner in Checkley)

Here is a small sample of possible curricular formats based on MI theory:

There are several ways to use multiple intelligences when designing a lesson. Some teachers use them as entry points into lesson content. Other teachers try to engage all eight intelligences in their lessons. One study cited a teacher that sets up eight learning stations that her students rotate through each day.

In order begin the process of planning a lesson with MI, teachers should reflect on a concept that they want to teach and then identify the intelligences that seem most appropriate for communicating the content, and then figure out how best to present this information given students’ strengths and weaknesses. One way to begin is by using "instructional menus."

Other teachers have the students select the ways they would like to learn. Or, the students might use the menus for homework, rotating through the eight menus over eight weeks. By performing in this way, all students must confront their weaknesses AND engage their strengths.

Many elementary schools utilize a school-wide, interdisciplinary curriculum. This is much less common in secondary schools. One way to capitalize on this theory is to coordinate school-wide interdisciplinary units. Each teacher would continue to teach within his or her own disciplines, but all would create lessons within the school-wide theme.

This is an example of how MI can be used to promote self-directed learning. Projects can prepare students for their adult lives by teaching them how to initiate and manage complex tasks. Students learn to ask researchable questions; identify varied resources; create realistic timelines; and to initiate, implement, and bring closure to a learning activity. Regardless of the disciplinary focus, these projects typically draw on numerous intelligences. Because the skills of managing one’s own learning must be explicitly taught, providing project guidelines is necessary for a student to succeed.

Many people believe that we need to develop assessments that are much more representative of what students are going to have to do to survive in society after graduation. In order to provide an adequate assessment, students should be required to perform more than fill in the blank and short answer questions. In order to show mastery of a lesson or project, they should demonstrate higher-order thinking skills, generalize what they learn, provide examples, connect the content to their personal experiences, and apply their knowledge to new situations.

When appropriate, students may even select the way they will demonstrate what they have learned. Again, menus can be a great tool. The teacher would need to supply the specific criteria for quality work, knowledge, and skills, but leave the students free to choose the approach.

Despite recognizing eight intelligences, MI theory does not support teaching or assessing students’ strengths in each and every one of those areas. "That is a perversion of the theory. It’s re-creating the sin of the single intelligence quotient and multiplying it by a larger number." (Gardner in Checkley)

Portfolios of students’ work are a wonderful way of assessing progress. However, it does take time to collect and assess a portfolio. But, according to Gardner, this time is necessary.

"Sometimes teachers say ‘Portfolios are great, but I don’t have time to look at them.’ To this I respond ‘If you do not have time to look at your students’ work, you should stop teaching. In fact, you already have stopped teaching.’ "

Gardner agrees that these are harsh words, but they do make people stop and think about what they are trying to accomplish and how they determine whether they have had any success. (Howard Gardner in Checkley)

Gardner suggests that schools personalize their programs for students by offering them apprenticeships during the elementary and secondary school years. These would not track students into careers at an early age, but would contribute to a well-rounded liberal arts education. He suggests that they should be designed to consume about one-third of the student’s schooling experience. Ideally, each student would participate in three apprenticeships: one in an art form or craft, one in an academic area, and a third in a physical discipline like sports or dance. Students could have input into which apprenticeships and could occur as part of the regular school year or as extracurricular enrichment opportunities.

"Through such apprenticeships, students are learning something frequently lost in today’s fast paced society: that one gains a mastery of a valued skill gradually, with effort and discipline over time."

"The greatest educational gift to any child is the opportunity to see that he or she can advance, can master skills, and can become competent. Apprenticeships are formidable catalysts in this process." (Howard Gardner in Checkley)

These five formats are just a sample of the possible ways to Teach using MI Theory.

The utilization of multiple intelligence theory does not have to mean a complete overhaul of the curriculum. Rather, it provides a framework for enhancing instruction and opens our eyes to differences among people and the potential for variety in the classroom. It does not dictate what is taught; it does provide a model for constructing curriculum, improving the effectiveness of educators and making teaching more appealing to students.

One teacher stated it beautifully:

"We as teachers, have the capacity to activate all these intelligences for our students, and in so doing, new worlds of sensing, feeling and knowing are opened to them. Why not find ways to reach out to all learners and allow them to play to their own strengths?" (Rheault)