Infusing Multiple Intelligences (M I) Theory into Teaching: Opportunities for Meaningful Learning

The purpose of the study was to find out if primary school teachers knew that their curriculum was organised according to Howard Gardner’s Multiple Intelligences Theory. The study fell into the qualitative research domain. A case study was used in which only one rural school was purposively selected on the basis of ease of accessibility and convenience to the researchers. All the 11 teachers at the school participated in the study. Interviews and focus groups were used to collect data. The study established that teachers did not know that the primary school curriculum was organised according to multiple intelligences. Teaching concentrated on those subjects that are examined at the end of the seventh year course. Assessment was skewed towards the traditionally valued core subjects like English and Mathematics. Subjects like Art and Design, Music and Physical Education were not assessed at all. However, participants showed their keenness to develop and assess the traditionally neglected subjects if resources, facilities and support were made available.