Part II: Development

Attention Getter

I Venus Moore facilitator will introduce myself to audience
members. I will also list my full name, job title and a contact
phone number on the board for everyone to write down or
refer to during the training. I will state that I am here to offer
assistance options with transitioning from Welfare to Work.
Facilitator will begin mini ice breaker by having audience
members take turns introducing themselves; stating their
first and last name. Facilitator will ask target audience who
in this classroom knows how much time they have before
their TANF benefit runs out. Did you know the Federal
government passed a law limiting the number of years a
person can receive welfare benefits in a 5 year lifetime
limit? Facilitator will then pick on an audience member that
raised their hand to come up to the board and list the
amount they receive in TANF per month. The audience
member that volunteers to come up to the board will be
asked to do a simple computation using addition and
subtraction. The audience member would list the TANF
amount they receive and then list the total amount of
expenses they pay each month. The audience member
would then have to subtract total amount of their expenses
from what receive in TANF. Each audience member will be
able to visualize this simple subtraction computation of what
would be left over. Target audience members will be
informed by facilitator at the end of the exercise what would
happen if their TANF benefit were to stop permanently?
Facilitator would draw audience members full attention by
helping them to focus on their financial future. Facilitator
would then open class discussion and ask for individual
feedback. Facilitator would then review he term TANF
(Temporary Assistance to Need Families) and explain 5 yr
lifetime limit law passed in August 2005. Facilitator would
use power point slides to review welfare to work options
such as; obtaining GED job placement, transitional Food
stamps and Medicaid benefits to begin preparation for
obtaining employment before TANF benefit time runs out.
Facilitator will complete power point slide review to begin
mini icebreaker activity. Audience members will take 15-20
min break before starting new activity. Facilitator will begin
icebreaker exercise after short break. Audience members
will then introduce game called who am I? Facilitator will
ask 2 audience members to come up and read an index
card. Each index card will have a description about a
persons professional goals & background info without their
name being listed on card. The audience member would be
allowed to guess who the person is in the classroom?
Facilitator would allow audience members 2 attempts before
indentifying who the guest speaker is in the classroom.
Once each guest speaker is identified they will be allowed to
share their success stories and how they transitioned from
being on welfare to completing their GED or obtaining full-
time employment.
Detailed Input of Content

1. I will introduce myself by 1
st
and last name and
provide professional title.
2. I will ask each audience member to state their 1
st
and
last name.
3. I will ask audience members if anyone knows what
TANF is?
4. I will then write the meaning of TANF on the board
and explain 5 year limit law passed in August 2005.
5. I will then ask target audience members to raise their
hands if they know how much time they have before
their TANF benefit runs out?
6. I will then ask for individual feedback from any
audience member who raises their hand.
7. I would then proceed by having the person that raised
their hand to come up to the board and list their
TANF benefit amount on the board.
8. The audience member would then have to complete a
simple addition & subtraction by adding their
monthly expenses and then subtracting the total
amount for what they receive each month in TANF.
9. I will then ask audience members what would they do
if their monthly TANF benefit were to stop?
10. I would then review 5 year lifetime TANF limit law,
welfare to work options such as; GED preparation,
job placement using power point slides.
11. I would then complete power point slide
presentation and allow a 15-20 minute classroom
break.
12. After short recess I would then begin icebreaker
game who am I?
13. I will select at least 2 audience members to come
up to front of classroom and read information on
each index card. The persons name will not be
listed on the index card.
14. The remaining audience members will be allowed 2
attempts to guess who the person is in the room
that listed their personal goals on the index card.
15. I will then introduce each guest speaker after they
are identified to come up and, share their personal
goals with other audience members. The 1
st
guest
speaker will discuss how they completed their GED.
The 2
nd
guest speakers will discuss who they
transitioned from TANF to full-time employment.
16. I will then give each audience member a survey to
complete at the end of class.
Part III: Implementation
Instructional Strategies

The following instructional strategies are direct approach
methods used to influence audience member understanding
and participation. Facilitator will have audience to do a mini
icebreaker allowing each person to introduce themselves
saying their first and last name. Facilitator will use white
washboard and color markers to list topics and review
information. Power point presentation slides explaining
changes in federal and state policies. Facilitator will engage
participation of audience members by allowing them to


volunteer to complete budget computation on board in front
of classroom. Index cards for guest speakers to use write
down mini presentation of Who am I? Guest speaker will
write a story about receiving TANF assistance before
becoming employed full-time and successfully transitioning
from welfare to work.
Formative Assessment

The following instructional strategies that were used formatively
include the following: Observations-A survey will be used to
reflect recorded feedback from audience members to say what
they learned and how they feel after leaving welfare to work class.
Facilitator will develop or make adjustments taken from learner
feedback to improve future class settings. Survey will include
the following questions: 1. Please list 3 short term
professional goal you would like to achieve. 2. Did you like the
class? Yes or No. If no please explain? 3. What did you learn
in class today? Questioning- Audience members will be
engaged when answering questions about how their monthly
finances will be affected by TANF being discontinued. Audience
members participation will be influenced through exploration and
problem solving if they are placed in a situation of how will I pay
my bills? Raising questions such as; what happens next? Self &
Peer assessment is another instructional strategy used- Guest
speakers will offer audience members the opportunity to visualize
former TANF recipients as peers. Audience members will leave
the class motivated by seeing each other as a resource. Learners
can reflect positively when they are able to identify the final product
or outcome. If I can do it you can do it too. instruction about what
they audience member leaving welfare to work class. This
instructional strategy will help to improve class content. Target
audience will leave class successfully understanding how to
transition from Welfare to Work Program.

Reference:

Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2003)
Asessment for Learning: Putting it into practive. Bershire,
England: Open University Press.
Closure

Facilitator will write on board and list contact information
with days and times available for TANF clients to set up a
meeting for an individual assessment for educational or job
placement services. Facilitator will give out surveys at the
end of class for audience member to provide feedback
about their experience.
Materials and Resources

Provide target audience handout booklets listing information
reviewed in classroom and business cards. Business cards
with contact information.