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NEUROSCIENCE OF
POVERTY: IMPLICATIONS
FOR TEACHING
Understanding Beah’s Rehabilitation and
Transformation
First Things First…
Turn in your homework – Chapter
14/15 discussion questions
(before the bell rings, please)
 Be in you...
Journal # 8


What do you know about poverty? How does it
affect people?
Small Groups





Number off #1-6
Get into your number groups (5 in each group;
one group of 6)
Read “Neuroscience of P...
Group Work






In your groups, you will become the “experts” of this
section.
Your group will make a poster and teach...
Before you begin






Pick roles! (I will choose roles if you cannot
come to a consensus)
Everyone will begin reading ...
Poster Information


Your poster must include:








Title of section
Two sentence summary
Answers to your questi...
Final Thoughts




Freewrite: Do you believe Beah’s SES affects
his re-entry into education? Why or why not?
Use details...
BEAH’S
REHABILITATION
A Long Way Gone
What is rehabilitation?


To rehabilitate is to:






to bring (someone or something) back to a
normal, healthy condi...
Journal # 8


We see a big change in Beah’s attitude to
rehabilitation from chapter 16 to17. Why do
you think that is? Wh...
Let’s Discuss






“I had come to believe people befriended only
to exploit one another” (153).
Does it make sense tha...
ALEG Neuroscience of poverty & Rehabilitation
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Transcript of "ALEG Neuroscience of poverty & Rehabilitation"

  1. 1. NEUROSCIENCE OF POVERTY: IMPLICATIONS FOR TEACHING Understanding Beah’s Rehabilitation and Transformation
  2. 2. First Things First… Turn in your homework – Chapter 14/15 discussion questions (before the bell rings, please)  Be in your seat by the time the bell rings  How was your long weekend?  Get out your journals!  
  3. 3. Journal # 8  What do you know about poverty? How does it affect people?
  4. 4. Small Groups    Number off #1-6 Get into your number groups (5 in each group; one group of 6) Read “Neuroscience of Poverty” article    Groups 1&2 – Read Introduction Groups 3&4 – Read “The Neuroscience of Poverty” section Groups 5&6 – Read “Implications for Educators” section
  5. 5. Group Work    In your groups, you will become the “experts” of this section. Your group will make a poster and teach the class about your section Everyone will have a role:     Discussion Leader: lead discussion about questions and connections between article and ALWG Recorder : record answers, quotes, key information on poster Presenter: presents poster to the class Detective: define words your group does not know (dictionary)
  6. 6. Before you begin    Pick roles! (I will choose roles if you cannot come to a consensus) Everyone will begin reading their section independently (15 mins) Then discuss what you have read (15 mins)     Finally, begin creating your poster (15 mins)   What are your first reactions? What is interesting? What do you agree/disagree with? Answer questions for your section (I will hand out during your discussion) Present after lunch
  7. 7. Poster Information  Your poster must include:       Title of section Two sentence summary Answers to your questions 1-2 important quotations from the article Any connections to ALWG…? (optional) Presentations should be 2-4 minutes each.
  8. 8. Final Thoughts   Freewrite: Do you believe Beah’s SES affects his re-entry into education? Why or why not? Use details from both the article and the memoir. Due at the end of class or Thursday if you need more time.
  9. 9. BEAH’S REHABILITATION A Long Way Gone
  10. 10. What is rehabilitation?  To rehabilitate is to:    to bring (someone or something) back to a normal, healthy condition after an illness, injury, drug problem, etc. to teach (someone or something) to live a normal and productive life to bring (someone or something) back to a good condition
  11. 11. Journal # 8  We see a big change in Beah’s attitude to rehabilitation from chapter 16 to17. Why do you think that is? What has changed? Does it give you hope that he can come back from his horrible past?
  12. 12. Let’s Discuss    “I had come to believe people befriended only to exploit one another” (153). Does it make sense that Beah feels this way? What about the boys who were his friends before he joined the army?
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