The first chapter of "Multiple Intelligences in the Classroom" gives you a basis of what the theory of various kinds of intelligences are. It is stressed that the idea behind these is that even if you may be very low in one area of intelligence doesn't mean that you can't be smart, or even brilliant in other categories. For many years it was thought that intelligence was one thing, that you were smart, and that people with higher IQ's were all-over superior. It wasn't until 1933 that Howard Gardner contested this common idea with his theory that there were seven forms of intelligence, which he later widened to eight and even hinted at the possibility of a ninth. The eight currently accepted forms of intelligence include: linguistic, logical-mathematical, spatial, bodily-kinesthetic , musical, interpersonal, interpersonal, and naturalist.
There are eight rules for determining if something was a true kind of "intelligence". It has been argued that there may be more intelligences which fit the eight rules, such as spiritual, culinary ability, and even humor. Some may point out that these forms of intelligence seem very similar to different learning styles, and while it's possible they're related, they are not the same thing. On page 17, Gardner is quoted as saying: "The concept of style designates a general approach that an individual can apply equally to every conceivable content. In contrast, an intelligence is a capacity".
One of my favorite quotes is "Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid." If I can tie differentiated curriculum into my teaching, I think that will allow students to flex their intelligences, and share them proudly.
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