In schools today, intelligence seems to be measured mostly by tests. There is the Stanfor

One of the biggest challenges faced in the classroom application section is that trying to use each intelligence in lessons and discussions will take more time on the teacher’s part. Bruce and Linda Campbell said there will be numerous challenges confronting the teacher that tries to take all this on in the classroom but it becomes easier through experience of planning daily learning activities in each of the intelligence modes. The multi-modal instruction will become “…second nature to incorporate the intelligence’s into daily lessons. The teacher gradually begins to think and plan multi-modally…[and] rather than serving as an information giver, the teacher’s role becomes that of a resource person and facilitator”(Campbell).

A year long action research project was done to asses the effects of the multi-modal learning format and the results found that in the classrooms using this theory the “…students demonstrated increased responsibility, self-direction and independence; discipline problems were significantly reduced; all students developed and applied new skills; cooperative learning skill improved in all students; and academic achievement improved” (Campbell).

There are many other examples of schools and classrooms implementing Gardner’s theory into their lessons and daily school life that can be found all over the Internet. However, the most important thing that I learned from reading all this material is that teaching style should not be localized to the style that you feel most comfortable with. Many of the research I read talked about how using the multiple intelligence theory in the classroom is as beneficial to the student as to the teacher. There is always the possibility that one intelligence you feel least comfortable with might turn out to be something you unexpectedly find a connection with.

Inspired by Howard Gardner’s theory, a third-fourth-fifth grade multi-aged classroom at Cascade Elementary features seven learning centers, each devoted to one of the intelligence’s (Campbell). Each day begins with a lecture and discussion about the current theme and then students divide up into their centers and spend somewhere between 20-30 minutes in each center learning about the day’s topic. The names of each center reflect influential people associated with each intelligence. For example, Visual/Spatial Center becomes the Pablo Picasso Center, Musical Center becomes Ray Charles Center, Intra-personal Center becomes Emily Dickinson Center, and s

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