MI theory is weak as a model of mind but useful as a planning checklist for variety and balance. Four provisos: intelligence isn’t a thing; don’t label children; MI isn’t the goal, only an entry point to English; variety alone doesn’t make teaching effective.
Example (six-year-olds, Goldilocks)
Group activities by intelligence (maze = visual-spatial; acting out in groups = interpersonal; a song = musical), check for balance, keep the language objectives central.
Sources
Gardner (1983/1993) Frames of Mind; Williams & Burden (1997) Psychology for Language Teachers.
Note (Claude)
This is the defensible way to use MI, consistent with Learning styles are preferences, not a basis for matching.
Connections
Songs as varied repetition - useful ideas, shaky MI framing · Kinesthetic activity must have a learning purpose