In the ever changing world of research and theory, we are often times

faced with a theorist who changes the world in their approach to better
understand the complex human mind and its attributes. With this
constant change comes newly developed theories and some all create
complete chaos in the educational arena. One man that created what
is still referred too by many as the most astounding research to date in
the human learning paradigm is that of Howard Gardner and his eight
multiple intelligences.

Gardner a Harvard researcher identified his MI (Multiple Intelligences)

in 1983, and emerged them from recent cognitive research as a
means to proving with documentation that students are capable of
possessing different kinds of platforms when it comes to
remembering, performing, and understanding concepts. He believed
everyone has all of these intelligences and we differ only in our
strength of invoking the usage of these intelligences. “Gardner says
that these differences challenge an educational system that assumes
that everyone can learn that same material in the same way and that a
uniform universal measure suffices to test student learning.” (Gardner
2004)

 If Gardner felt so strongly concerning a uniform universal measure,

could it be said that the development of the multiple intelligences were
attempts at creative a pedagogy that forces the schools too provide
tiered teaching in structured classroom settings. Although tiered
teaching is not a new concept, it was gaining momentum as has
become one of the greatest teaching techniques for educators today.

In the educational setting, the only two that are tested regularly are
linguistics, and logical-mathematical intelligences. Schools are
constantly correctly poorly written and spoken  grammar and providing
assessments that forces students to use undeveloped auditory skills
to produce correct answers and outcomes. When the logical-
mathematics concepts are introduced, students are expected to retain
formulas, logic games, investigations, and concepts that can present
difficulties to the average learner based on their dominant learning
style and the learned deficiencies that have not been properly
addressed prior to this time.

Many people have found the acceptance of MI as a good concept, but

some in the filed have challenged it as a illusory theory that has not
been tested or validated. Gardner argued that IQ test have limited
relevance to real life and contented that as humans we may function
better with a concrete understanding of his eight multiple
intelligences.  Although his stance become popular with many
educators, very little research has been conducted to establish the
validity of his theory.

When comparing Howard Gardners theories to the current Common

Core State Standards (known hereafter as CCSS), I want to take a
look at the comparison of how the standards are involved in the
educational system and how Mr.Gardner’s MI can be used in the
CCSS curriculum.
The Common Core State Standards (CCSS) focuses on some major
issues that had failed to be addressed before the CCSS were put in
place. When teaching core concepts and procedures in the early
grades, the objective of CCSS is to give teachers the time needed to
properly teach the standards and also to give the students the time
they need to master the material. 

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The standards were created with a closeness that reflects the current
international models of education that are being used in numerous
countries around the world. The research from a variety of sources
was sought, including local educators from K- College, individual state
departments of education, professional organizations, parents and
students, and members of the general public. 
Because their design and content have been refined through
numerous drafts and rounds of state feedback, the standards
represent a collection of the best practices of standards-related work
in all states and other countries as of today.
While the standards set grade-specific goals, they do not define how
the standards should be taught or which materials should be used to
support students. The standards allow teachers the flexibility to teach
using whatever method works best for them. Nowhere in the
standards are there stringent guidelines that state how the teachers
should introduce the lessons to the students. However, the standards
are set as a guide of what materials should be covered in the lesson
and what time frame the lesson materials should have been
presented.
In Gardner’s MI theories, it is stated that the theories should be used
as follows in the implementation.