Education world's expert blog put's into great words see full artilce below.
In layman's terms; we've all seen the cartoon of the monkey the goldfish and the elephant queuing for a standardized testing exam under the caption "CLIMB THAT TREE" Thats is basically what the linear school system is doing to learners of all ages.  Now your school may not  follow the approach that does that mean you can not emulate those princliples in your planning, give the goldfish a chance to excell too!

(Just incase you haven't seen it, here it is again) 

Full article:

Howard Gardner's multiple intelligence theory has asked educators to take a fresh look at our assumptions about children and learning. Teachers around the world are rethinking lessons and units -- and their entire approaches to teaching -- based on his research. Whether you're just learning the ropes or looking for a more in-depth study of M.I. applications, there's material on the Web for you!Included: A wealth of information on multiple intelligence theory, from articles and interviews to lessons, projects, and activities!

Consider one 17-year-old boy who twice failed grade 10. This student's IQ score, at barely 100, allowed him to squeak into the public school's regular program, but his school's testing practice prevented the boy from rising past the bottom scores in his class. For a while, in spite of his difficulties to pass most tests, the student desperately tried to succeed at school. Life on a farm taught him the value of hard consistent work, and the boy's easy-going nature splashed color on classroom activities. His infectious laughter made him a sought-after friend to both peers and staff. The shop teacher told how he frequently hung around to help out after class, and how, when volunteers were requested, he was first to respond.

Although the boy mastered few skills championed in traditional Western curricula, he clearly possessed his own unique array of talents. While he showed higher than average inter-communication ability, however, he withdrew and often grew noticeably quiet when tests were handed back...

"One principal suggested that the boy came to school with the 'wrong abilities.' Other educators, like his science and music teachers, suggested that the school issued this student the 'wrong tests.' Unfortunately, however, the boy failed grade 10. Already stung by two previous failures and rather than repeat again, eventually he simply dropped out of the high-school system."

How many teachers recognize a student like the one so eloquently described above in this excerpt from A Portrait Of A Student Failed by the Present System (New Horizons for Learning Electronic Journal, Spring 1992)? In that story, author Patricia Weber goes on to make a case for the work of Howard Gardner, father of the theory of multiple intelligences. Writes Weber, "Educator and researcher Howard Gardner argues that the educational system's narrow view of intelligence must be replaced with an attempt to mobilize the student's full range of human intelligences." The majority of teachers were fortunate to have successful experiences as students; they were able to master the requirements of a language arts-mathematics based curriculum and the narrowly designed methods used to measure progress. But what about those students, such as the boy described by Weber, who weren't able to demonstrate their abilities in traditionally rote ways? How have we penalized those students over the years? Howard Gardner's multiple intelligence theory (hereafter referred to as M.I.) transcends the boundaries of how we have traditionally looked at learning. And it couldn't have happened at a more important moment in our history. The citizens of the 21st century will not thrive by simply mastering literacy and computation; they will need to be real-world problem solvers who understand how to access and manipulate all kinds of information in incredibly flexible ways in order to be productive. M.I. provides us with the tools to meet this challenge today.

After you've read this article, if you're looking for more resources, check out the M.I. edition of the Innovative Teaching Newsletter .

The Gardener did it!

"Intelligence is the ability to find and solve problems and create products of value in one's own culture."

"How can our knowledge, given the intelligences, help us learn to think like a historian, like a scientist, and so on? If we don't change the way people think about those things, then school is a waste of time after elementary school." 

-- Dr. Howard Gardner, Harvard University

M.I. theory is so holistic that the best place to start is with the big picture -- What is this theory and what are its implications for the classroom? The Theory Of Multiple Intelligences , on the EdWeb site, gives a nice overview of the underpinnings of Gardner's theory. Ronnie Durie'sAn Interview With Howard Gardner gives another nice snapshot of the theory. More recently, NEAToday Online published An Interview With Howard Gardner that provides insight into his work. Finally, I recommend to you Gardner's Eight Criteria For Identifying Intelligence , my own explanation of Gardner's criteria for identifying human intelligences.

How you are smart.

After you have the big picture, why not examine a little more closely Gardner's individual intelligences? Dee Dickinson's Learning Through Many Kinds Of Intelligence does a nice job of explaining Gardner's original seven intelligences. Bruce Campbell showcased the eighth intelligence at the time it was announced in The Naturalist Intelligence . Unfortunately, there is not much out there yet on the ninth intelligence, the existentialist intelligence. You might also take a look at It's Not How Smart You Are -- It's How You Are Smart , which explores all nine intelligences in layman's terms.

Implications and apllications.

So you might be able to buy into the theory, but you need to see how M.I. translates into classroom teaching. The Multiplying Intelligence In The Classroom Web Page is a good place to start considering the possibilities. Thomas Armstrong's Multiple Intelligences page is another site that presents the theory and its implications for teachers. At the Teaching For Multiple Intelligences Page , Educational Leadership offers several articles on M.I. theory devoted to the topic. The Gardner School and the Key Learning Community are two more Web pages that demonstrate the possibilities of implementing M.I. in the curriculum.

Making it your own

You might be looking for more concrete examples of how M.I. can enrich your existing program. Eric Oddleifson presents a nice case for M.I. and the arts in

• A Fifty School Arts Education Demonstration Project . Other worthwhile on-line write-ups include these:

• M.I.: Theory And Practice In The K-12 Classroom This thorough list of ERIC citations for articles related to M.I. applications includes directions on how to order documents from the ERIC site.

• Multimedia And M.I. Written by Shirley Veenema and Howard Gardner, this thoughtful piece gets the wheels turning about the integration of M.I. and technology into the 21st-century classroom.

• Multiple Intelligences Go To School This report by Howard Gardner and Thomas Hatch discusses the teaching implications for M.I. theory.

• Multiple Intelligences Power Up Math Teaching In response To The TIMSS Results , Mark Wahl presents Gardner's theory as a framework for restructuring math and science instruction in our schools.

• Writing And M.I. This reflective paper is on how each of the first eight intelligences manifests itself in student writing.

• Multiple Ways Of Knowing Marian Beckman makes connections to child development theory and then describes a format for using M.I. in elementary school.

• Multiple Intelligences From The University Of New Orleans, approximately a dozen on-line articles about M.I. and assessment are presented.