Author Topic: Post-reading activities for article on Gravitational Waves  (Read 3673 times)

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Offline Randall Sadler

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Post-reading activities for article on Gravitational Waves
« on: March 03, 2016, 12:15:11 PM »
These Post-Reading Activity ideas are based on an article appearing on the website:  Gravitational Waves: What Their Discovery Means for Science and HumanityYou can also find activity ideas for Pre and During Reading by following the bolded links.
« Last Edit: March 03, 2016, 12:23:12 PM by Randall Sadler »
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Offline yama2to

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Re: Post-reading activities for article on Gravitational Waves
« Reply #1 on: March 03, 2016, 03:09:09 PM »
The post-reading activity— Tomoko Oyama
After the during reading activity, the stage where students are expected to effectively be able to connect their ideas gained through inference and the knowledge through the reading about gravitational waves, they are from now on to further their understanding texts through practicing their overall schema, revisiting and referring to the texts. At this point of stage, they should be more engaging, working with their peers to ascertain their extent of understanding the passages, becoming a critic of the texts they have read and being able to assume what worldwide meanings the opinions discussed in the texts are trying to convey.

Before they delve into the core post-reading activity, they might have to reorganize and restructure their ideas acquired through the pre- and during-reading activities. This process helps students to rephrase the passage with their own words as well as to focus on major points of the texts. The difficulty of comprehension can considerably vary greatly on a genre. What is more, since each student has wholly different interests geared towards reading, it is undeniably crucial for teachers to be aware of the different preference students have. In these regards, the process of summary can work effectively to refresh their minds before they delve into more spontaneous and interactive post-reading activities. The summary process can be considered between during reading and post-reading, but for the above reasons, it should be situated in the post-reading process.

Two activities can be done to enhance the post-reading. One is to come up with some questions that trigger the realization of gap between their inference of the texts and the actual meanings and information that the texts convey. The followings are some examples:

-Did your initial understanding of gravitational waves actually match with the real functions of those waves? (This can be done by revisiting texts. Any types of information confirmation should be encouraged as it avoids critical misunderstanding of the texts that can cause a severe comprehension breakdown.)
-Was your first expectation of the social benefits of the use of gravitational waves confirmed? Why, or why not?

Through creating and finding questions on their own, they can cast light upon their intuition of self-inquiry and self-affirmation. This step should be considered to be highly important since this is the really meaningful “active interaction” between students and the texts. They can answer and share their ideas with their peers as well as teachers later on. By so doing, they might have another discovery or social experience. As an illustration, if some students are big fans of sciences and already know how the gravitational waves work and how Einstein’s research cultivated this area of study, other students can learn from those peers who in this case can be viewed as “teachers”. These interactional learning can be undoubtedly encouraging for all students because they are delving into the unknown world, which later becomes the known knowledge through this kind of post-reading activity.

Another kind of post-reading is to write an essay based on what they have discussed, with the solid knowledge of the texts which they have critically compared with their intuitive inference. The types of essays vary from a comparison and contrast essay to an argumentative one. For instance, in the article, while Reitze appraises the discovery of gravitational waves and underscores the ultimate development of the usage of the waves, others like Thorne sees the discovery in a longer term of span claiming that the discovery might be an asset for future generations, though it might not necessarily have a huge impact on human societies at this period of time. By clarifying and signifying the different standpoints discussed in the article, teachers might ask students to write argumentative essays on what the researchers really mean by those opinions and how the discovery of gravitational actually will influence the present and/or future era. Such topics can help students infer critically from a researcher viewpoint. This change of standpoint from the reader to the explorer can not only help deeply analyze the texts but also further their interests in the area of study because they are “in charge of the texts” at this moment.
« Last Edit: March 03, 2016, 03:11:12 PM by yama2to »

Offline beccasmith

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Re: Post-reading activities for article on Gravitational Waves
« Reply #2 on: March 03, 2016, 03:10:27 PM »
Have students pick one of the events/objects that scientists hope the study of gravitational waves can help us understand (from the article). They should think about that event as if they are in the middle of it (i.e. what would a black hole feel like when merging with another black hole?) Have students draw a picture of what they think this event would be like. Students can use online research to help them figure out exactly how the event might work or what it might look like. Then have students write a paragraph describing the event that they drew and another paragraph describing how gravitational waves might help us understand this.


Offline enowic2

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Re: Post-reading activities for article on Gravitational Waves
« Reply #3 on: March 03, 2016, 03:11:27 PM »
Activity #1
Give the students a word bank and have them write a story based on the article. They can use words related to the ones in the list as well.Or have students use words they had trouble with in the article and have them define those words and then use them in sentences.
- gravitational waves
- black holes
- humanity
- universe
- telescope
- collision
- universe
- x-ray
- astronomy

Activity #2
See if students can answer the following comprehension questions:
  Why is everyone excited by the discovery of gravitational waves? (Give 2 reasons)

   How are gravitational waves generated?   
   Who is Galileo and why was he important?   
   What are black holes and how big are they?   
   What kinds of instruments have astronomers used to study the universe?
   Why can’t we see what goes on inside a supernova? 
   What is Einstein’s theory of relativity? 
   How are cell phones related to Einstein?
« Last Edit: March 03, 2016, 03:12:20 PM by enowic2 »

Offline Pan (Spring 2016)

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Re: Post-reading activities for article on Gravitational Waves
« Reply #4 on: March 03, 2016, 03:12:20 PM »

Pan, Lexie, Eva, Wonhee

Post reading
- Students write a summary using their own words (with the use of quoting and paraphrasing to avoid plagiarism)
- Give students essay prompts (i.e., reflective essay - have they learned about this topic before in the past and what is their current understanding of the experiment, or creative writing on what can happen in the future as a consequence of this discovery)
- Students come up with sentences they highlighted that they did not understand and need more explanation from teachers


 :marvelous

Offline cphelps2

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Re: Post-reading activities for article on Gravitational Waves
« Reply #5 on: March 03, 2016, 03:15:05 PM »
After the students have read the article they will pair up with another student.
The pairs will write a script where one student is a journalist interviewing a scientist  and the other student  uses details from the article and acts as one of the scientists involved.
The students should decide what relevant information should be presented in the interview.
« Last Edit: March 03, 2016, 03:15:56 PM by cphelps2 »

Offline ashishval44

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Re: Post-reading activities for article on Gravitational Waves
« Reply #6 on: March 03, 2016, 03:18:23 PM »
Students, after reading the article, could tie the article back into their existing understandings of space, science, politics, and history through a research-based essay. Students can use the article to discuss the current state of research into physics, possibly tying the article into content schema they’ve already developed in their other classes, to write essays that develop their opinions on the research, through further research. They could focus essays on the scientific breakthrough, and discuss the implications of the confirmation of gravitational waves' existence. They could also write essays that integrate further research into the science, politics, or history of the breakthrough: for example, writing an essay on Einstein’s original theorizing process, and the stakes of the Relativity model he proposed that radically revolutionized our understanding of the Universe, from a Newtonian, fixed inertial reference frame to a constantly relative, subjective framework. They could write an essay on the state of space science itself, comparing it historically to the space race of the 60s and 70s and analyzing how the objectives of national space programs have changed, from manned missions to robotic space exploration. They could also tie the breakthrough into a discussion on the practical benefits of scientific research, especially space research, to interrogate the text in terms of the breakthrough’s effect on humanity as a whole. This type of research-focused post-reading essay would tie the factual knowledge the students gained while analyzing the article into a creative, extended analytical exercise that challenges to not only gain knowledge and decipher jargon, but also develop their own opinions and critical thinking skills. -Ash

Offline Evan Branson

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Re: Post-reading activities for article on Gravitational Waves
« Reply #7 on: March 03, 2016, 03:19:18 PM »
Kelly, Katina, Evan

Answer some post reading comprehension questions relating to the material.

Review the vocabulary that was covered in the pre- during reading. After the review, expand on those vocabulary words by having Ss use those words in their own original sentences.

Have Ss teach the vocab and concepts in the article to Ss in another class that did not do the reading.

Have Ss give micro presentations on key concepts found in the article in a following class.

Offline lthorson

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Re: Post-reading activities for article on Gravitational Waves
« Reply #8 on: March 03, 2016, 03:20:09 PM »
Making connections between articles:

http://www.telegraph.co.uk/news/health/elder/12181017/Brain-scan-to-diagnose-Alzheimers-disease-developed-by-scientists.html


Read the article on diagnosing Alzheimer's linked above. Compare this article with the article on gravitational waves.

What similarities do these two articles have? Think about both structure and content of the two articles.

What can these discoveries mean for their fields?

Which discovery do you believe is more important overall? Give reasons why you think so.

Offline msmiszoglad

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Re: Post-reading activities for article on Gravitational Waves
« Reply #9 on: March 03, 2016, 03:21:36 PM »
I like the comparison activity with the new article! That might make students more interested :)

Offline lthorson

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Re: Post-reading activities for article on Gravitational Waves
« Reply #10 on: March 08, 2016, 02:20:02 PM »
After the students have read the article they will pair up with another student.
The pairs will write a script where one student is a journalist interviewing a scientist  and the other student  uses details from the article and acts as one of the scientists involved.
The students should decide what relevant information should be presented in the interview.

As an addendum:

Students read the article and create a script with their partner. However, the final product is not the script itself, but an interaction between the partners in front of the class. Once the script is written, the teacher will ask students to either A) create a note card with important information they need to know for the interview or B) put the script away completely. Then, the students will actually perform the interview in front of the rest of the class. If the student has trouble remembering facts, they can always glance at their script (or the article).

In a very advanced class, there could be a panel of "scientists" from the rest of the class who can ask questions based on the article. This will check students' understanding and comprehension of the material in a less structured way.