Gardner's theory takes into account a wide variety of cognitive traits. According to an article published by the American Educational Research Association, Gardner defined intelligence not only as the ability to think and reason but also as "the capacity to solve problems or to fashion products that are valued in one or more cultural settings." By doing this he gave importance to abilities previously taken for granted in the traditional classroom, for example, musical aptitude or the ability to build or create an item of some importance.
Traditionally, teachers use linguistic and logical intelligences through reading, writing and mathematical applications. Addressing the other six intelligences proves a bit more difficult. Strategies for addressing spatial intelligence are visual instruction using graphs, maps and pictures. Students with bodily-kinesthetic intelligence should be provided opportunities for hands-on learning. Drama, dance and sports are all engaging activities for this type of learner. Musical intelligence can be addressed through the use of rhythmic language, songs that teach, and musical instruments. Interpersonal learners learn best when engaged in cooperative, or group, activities. Peer tutoring and social games are helpful teaching tools. Intrapersonal learners are the opposite of interpersonal intelligence. Intrapersonal students learn best in individualized environments, using journals, making personal connections or using independent study to boost ability. Finally, the naturalist intelligence is best addressed through nature studies, ecological awareness activities and activities involving plants or animals. Applying various strategies to create a multiple-intelligence friendly learning environment is imperative to reaching all learners.
Reaching students in the way they are most capable of learning is without a doubt the most preferable way to teach. Since not every child learns in the same way, it is beneficial to address the needs of individual children, allowing those with less traditional learning styles to engage in ways they are most comfortable, thus boosting student growth and concept understanding.
Unfortunately, state-mandated assessments do not take multiple intelligence theory into account. These assessments continue to be based on linguistic and logical learning styles. Until assessments can be changed to address multiple intelligences, students will be expected to perform in the world of linguistic and logical learners. However, utilizing individual cognitive strengths to bolster learning and engagement is still worthwhile. It will be left up to teachers to find ways to bridge the gap between standardized assessments and individualized learning styles.