Application of multiple intelligence theory is wider as a framework of research in teaching and learning. It has various implications for teachers to address the needs of their students in classrooms. Nasab & Ghafournia (2016) found that all eight intelligence have their own needs in society for productive functions of different elements. Therefore, multiple intelligence have the paramount importance in education. First and foremost, applying multiple intelligence ensures to change traditional education systems which emphasis only two intelligence namely verbal and mathematical. The students with intelligence other than verbal and mathematical intelligence show lack of motivation in carrying out learning tasks. Multiple intelligence take into account a wider range of talents to be explored and developed. Therefore, teachers need to select and organize learning activities and tasks which cater to the needs of the students with intelligence in other areas as well than linguistics and mathematics. Learning activities and tasks incorporating multiple intelligence not only excite students to take part in activities but also reinforce learning through the same material in a variety of ways. By applying a variety of learning activities embedded with multiple intelligence, teaching can facilitate students to be engaged deeply in understanding of the subject matter. The students enter into classroom with different sets of learning needs on the basis of their dominating intelligence. The students in a classroom have their own sets of mental strengths and weaknesses. These sets determine the level of easiness or difficulty for them to from the presented material in a particular manner.
The content or subject matter prescribed have the potential to get students more involved if multiple intelligence are addressed because that will be more appealing and motivating. Since, motivation is a key factor in learning therefore, students in classroom may be facilitated while making learning activities highly practical through tabooing students’ intelligence and gearing their motivation to their needs. One student may enhance his/her level of motivation up by watching a movie in classroom while another may be motivated to play a role for any conversation. This technique suits the schools where one teacher teaches a class the same subject throughout the year. The teaching based on multiple Intelligence maximizes learners' academic achievements and enhances their performance. It implies that teachers, planners and materials developers need to take this level of personal differences into account in their professional practices.
Murray & Moorey, (2012) are of the view that applying multiple intelligence in classroom provides choices for the students which enable them to identify their personal qualities, learning style. Resultantly, they feel that they are valued for their personal achievement. In order to cater to the needs of students with a range of multiple intelligence in diverse classrooms, teachers need to differentiate the teaching–learning process to create an inclusive learning environment. Classrooms with differentiated learning and inclusiveness help teachers to more effectively meet the needs of all students. The application of Gardner’s multiple intelligence theory promotes an inclusive environment by valuing that all individuals have strengths in different areas. While engaging in learning activities based on multiple intelligence, students identify the tasks which motivates and allowing them access to explore their strengths and abilities. The eight intelligence identified by Gardner can be used individually or in conjunction with one another to enable students to identify their preferred style of learning. Utilizing strategies that accommodate students’ multiple intelligence in the classroom enables the teacher to create an inclusive classroom environment in relation to multiple intelligence. This ensures that teaching in a variety of ways to cater for individual differences and ensures education is accessible for all.
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