Theorist

According to Garner (1993), “The theory of multiple intelligences differentiates intelligence into specific (primarily sensory) ‘modalities’, rather than seeing intelligence as dominated by a single general ability. Howard Gardner proposed this model in his 1983 book Frames of Mind: The Theory of Multiple Intelligences. According to Gardner, an intelligence must fulfill eight criteria: potential for brain isolation by brain damage, place in evolutionary history, presence of core operations, susceptibility to encoding (symbolic expression), a distinct developmental progression, the existence of savants, prodigies and other exceptional people, and support from experimental psychology and psychometric findings. Gardner chose eight abilities that he held to meet these criteria: musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic.”

So what does this mean to you as a teacher? 
What makes the Multiple Intelligences Theory strong and useful in a classroom is the fact that it can be used for any subject and at any level. Each student comes to a classroom as an individual who has developed a different type of intelligence. This means that each student has their own intelligence superiorities and weaknesses. A learning style has intelligence domains that determine how easily or difficultly a student can learn through a specific teaching method.

1. Verbal-Linguistic (Word Strong)
   These students speak, read, or write well. They like manipulating words (jokes and puns) and playing with language (word games). To develop verbal-linguistic intelligence, have students read and write in a variety of genres, give speeches, participate in performances, and hear the magic of language by reading telling stories. Have them create word games, crossword puzzles, and word searches. Model your love of language.
2. Logical-Mathematical (Math Strong)
   These students are good with numbers and enjoy logic problems and puzzles. They enjoy figuring things out and coming up with unusual solutions. To develop logical-mathematical intelligence, use Think Alouds for solving mathematical problems. Ask students how they came up with the answer, why they think it's right, and if they can think of another way to solve the problem. Have them record information on graphs, establish timelines, and create maps. Let them explore how things work.
3. Visual-Spatial (Space Strong)
   These students doodle and design. They "see" things differently in their minds, and they recognize spatial relationships. To develop visual-spatial intelligence, read stories with well-described visual images, such as James and the Giant Peach. Have students listen to the words the author uses and draw a picture from the description. Say, "I feel like I'm really there because I can 'see' what's happening." Let students demonstrate understanding through drawing, painting, sculpting, and creating backdrops and scenery for class plays. Use videos, slides, art, puzzles, and mazes.
4. Bodily-Kinesthetic Intelligence (Body Strong)These students are highly aware of the world through touch and movement. There is a special harmony between their bodies and their minds. They can control their bodies with grace, expertise, and athleticism. To develop bodily-kinesthetic intelligence, provide time for students to act out skits or scenes in a book, play physical games like Twister and Simon Says, and build objects to represent concepts. Allowing movement breaks during the day, even quick stretches are helpful as well.
5. Musical-Rhythmic (Music Strong)
   These students are affected by music, rhythm, and environmental sounds. They sing, whistle, hum, tap, and sway. They are able to attach feelings to music and can create and replicate tunes. To build musical-rhythmic intelligence, have students create songs or raps to explain concepts (e.g. a song describing the rock cycle), put their own learning to music, or participate in music and dance from a variety of sources. Play different types of music during the day.
6. Intrapersonal Intelligence (Self Strong)These students are self-motivated and reflective. They watch and listen, taking in conversation rather than contributing to it. They prefer working alone, need quiet time to process new ideas, and daydream often. They usually need space and time away from hustle and bustle of the classroom agenda so they can pursue ideas in their own way. To develop intrapersonal intelligence, give students time at the end of each day to reflect on what they have learned and experienced in a journal, involve them in setting personal goals, and allow them to work at their own pace. Share your own reflections, listing two or three reasons why the day was a good one.
7. Interpersonal Intelligence (People Strong)
   These students are sensitive to other people's needs and moods. They excel at cooperative activities and solving conflicts between classmates. To develop interpersonal intelligence, use cooperative learning, have students tutor each other, and teach students methods for solving group problems, perhaps using class meetings as a forum for social problem-solving. Let them interact with others when problem-solving. Don't insist that they quietly work alone much of the time; they need to talk to be productive. Instead, teach them procedures for using a "one-inch voice" (a voice that doesn't go further than "one inch" from their lips).
8. Environmental-Naturalist (Nature Strong)
   These students have empathy for stranded crickets and butterflies with broken wings. They seem to "come alive" when allowed to interact with nature. They are able to see patterns and relationships in nature and life. To develop environmental intelligence, read stories about environmental issues to your students, categorize and classify objects of all kinds, or turn your classroom into a nature lab complete with plants and animals. Conduct lessons outside on occasion or even create a playground nature area as a school service project — "nature strong" students will be happy to maintain it.

References

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York, NY: BasicBooks.