MI as a theory could be plain wrong. But there seems to be a "useful" recommendation that educators can draw from it--that is to represent content (or activities) in multiple ways. For one, it forces you to think about representing the same concept in multiple ways (visual, hands-on, reflective, collaborative, etc.). By this I don't mean every concept should be represented in the eight or nine "intelligences" defined by Gardner--just that each concept can be represented in at least three or four different ways. Repetition and reinforcement are considered key elements of learning--and multiple representation seem to be an effective way to do this. Hopefully, this leads to richer understanding (or varied context understanding) of the concept and deeper encoding.