In the class-room, the teacher must adopt many techniques and activities to target the students’learning styles. That is, it means that the teacher cannot offer each task to every student, but it only entails the use of variety of techniques. In this regard, the teacher must use many activities to activate his or her students’schemata, prior-knowledge, in order to discover how the students learn and, all the time, variety is the key to learn.

      To start the discussion about using many activities in the class-room in order to know exactly what the students like and how they want to learn. In a straightforward term, the teacher needs to tell the students what to learn and how to learn, and it is of great import to give them the chance to learn how to learn. In the same line with this, when the students chose how they want to learn, the teacher will know the way each student learns the language and the type of intelligence.

    Viewed in this way, as was stated with regard to the idea of multiple intelligences, the teacher must have obsserved what type of intelligence the students have. All the way throughout, the teacher should use many learning styles in the classroom- for example, for those students who have inter-personal intelligence ; in this case, the teacher will put the students in group with other class-mates in order to learn collaboratively and creatively. More generally, each student has his or her own style of learning, and the teacher must integrate many activities to acommodate the students’styles of learning.

   That is to say, the teacher must know how the students learn and, presumably, what types of intelligence, Gardner theory, they have. It is of paramount importance to discover what type of intelligence and what type of learning styles the students have in order to enhance, to develop and to lead them to be congruenced with the learning process.