This activity is based on the research and work of the following people:
Bloom, B. (1956). Taxonomy of Educational objectives, Handbook 1: Cognitive Domain. New York: Longman.
Blythe, T. (1997). Teaching for Understanding. Safransico, California: Jossey-Bass.
Perkins, D. & Blythe, T. (February, 1994). "Putting Understanding Up Front." Educational Leadership. Alexandria, VA: Association for Supervision and Curriculum Development. (v. 51, n. 5). Retrieved from http://www.nea.org/teachexperience/undk030909.html on July 19, 2007.
Tishman, S. (2006). Thinking Routines. Cambridge: Project Zero, Artful Thinking Project. Retreived on May 17, 2007 from http://www.pz.harvard.edu/tc/ct_intro.cfm.
Tomlinson, C. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd Edition. Alexandria, VA: Association of Supervision and Curriculum Development.
The concept of learning styles stems from the work of Carl Jung (1921, Psychological Types) and, later, that of Katherine Briggs and Isabel Briggs Myers (1962, Introduction to Type). Learning styles provide educators with a map of different ways that students may perceive information most efficiently. Learning styles may be used as a guide in choosing student actions for this activity.