Center for Teaching Excellence - Lansing Community College

Workshops, Courses, and Faculty Orientation
- Workshop Calendar
- Workshop Descriptions and Registration
- Cancel Workshop Registration
- Faculty Orientation
  - Work Shop Direct Links
  - Requesting Participation in the LCC/CTE Teaching Online Certification
- Fireside Chats
- TLTT: A 12 Week Course
- LCC-CTE Teaching Online Certification (TOC)
- Classroom Observation Training
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- cancel_capcha
- tltt_survey
- bbp
- feedback
- workshop_proposal
Teaching & Learning Resources
- IDEA Report
- Testing Services Cover Sheets
- Teaching Tips
  - peer_carding
  - tip25
  - guidelines_for_exams
  - tip4
  - tip21
  - course_grading_system
  - tip20
  - developing_syllabus
  - tip17
  - tip5
  - developing_assignments
  - determining_group_size
  - tip6
  - tip22
  - tip42
  - tip11
  - tip30
  - icebreakers
  - tip3
  - tip37
  - tip23
  - tip7
  - tip8
  - increase_class_participation
  - tip9
  - tip28
  - tip27
  - exam_feedback
  - tip1
  - more_bringing_closure
  - tip19
  - tip2
  - tip29
  - tip33
  - tip36
  - tip39
  - tip41
  - guidelines_multiple_choice
  - brain_based
  - faculty_links
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  - tip15
  - tip34
  - tip10
  - tip40
  - tip13
  - using_humor_in_classroom
  - tip14
  - administering_grading_individual_group_exam
  - tip31
  - tip38
  - students_read_syllabus
  - tip18
  - tip16
  - video_viewing_interactive
  - tip12
  - millenial_student
  - monopolizing
  - dealing_with_monop
  - stratagies_helping_students
  - small_group_good_start
  - adult_learners
  - high_note
  - whats_in_a_name
  - tip26
  - learner_centered
  - tip35
  - communicating_online
  - tip24
  - tip32
  - cats
- Self-Paced Online Workshops
  - program_level > writing_statements
  - lecturing_techniques > references
  - early_student_feedback > letter_to_teacher
  - faculty_orientation > mylccportal
  - course_planning > good_syllabus
  - course_planning > course_goals
  - lecturing_techniques > delivering_pacing
  - professional_portfolio > overview
  - program_level > outcome_achievement
  - course_planning > course_content
  - professional_portfolio > plans_for_improvement
  - professional_portfolio > dev_philosophy
  - great_start > problem_posting
  - course_planning > references
  - program_level > guidelines
  - testing_techniques > sample_questions
  - faculty_orientation > lms
  - great_start > course_policies
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  - program_level > intro_outcomes
  - course_planning > textbook_criteria
  - high_note > suggestions
  - testing_techniques > references
  - testing_techniques > test_modes
  - course_planning > student_learning_outcomes
  - early_student_feedback > references
  - faculty_orientation > lcc_networks
  - faculty_orientation > office365
  - faculty_orientation > username_and_pass
  - great_start > positive_environment
  - testing_techniques > test_administering
  - early_student_feedback > small_group_eval_forms
  - testing_techniques > test_questions
  - early_student_feedback > responding_student_feedback
  - great_start > icebreaker
  - lecturing_techniques > benefits_limitations
  - testing_techniques > purpose
  - faculty_orientation > d2l
  - lecturing_techniques > components
  - early_student_feedback > issues
  - course_planning > guidelines
  - early_student_feedback > exam_feedback
  - early_student_feedback > purpose
  - course_planning > examples_lesson_plans
  - program_level > references
  - course_planning > learning_outcomes
  - early_student_feedback > chain_notes
  - great_start > content_intro
  - testing_techniques > test_construction
  - program_level > assessment_methods
  - early_student_feedback > email_feedback
  - great_start > references
  - program_level > key_concepts
  - early_student_feedback > critical_incident
  - professional_portfolio > annotate_appendix
  - early_student_feedback > response_feedback_form
  - early_student_feedback > one_minute_paper
  - testing_techniques > test_anxiety
  - course_planning > lesson_planning
  - early_student_feedback > feedback_techniques
  - course_planning > learning_activities
  - program_level > develop
  - professional_portfolio > dev_methodologies
  - professional_portfolio > summarize_responsibilities
  - course_planning > eval_student_learning
  - great_start
  - faculty_orientation
  - testing_techniques
  - early_student_feedback
  - course_planning
  - program_level
  - high_note
  - professional_portfolio
  - lecturing_techniques
- Early Alert/Student Engagement Faculty Guide
- teachingettes > successful_students
- college_wide_assess
- wac > student_perspective
- teachingettes > icebreakers
- wac > apa
- wac > mla
- teachingettes > developing_syllabus
- teachingettes > academic_honesty
- wac > include_on_assignment
- teachingettes > bump_on_a_log
- wac > preventing_plagiarism
- onlineTutoring
- wac > faculty_links
- workshop_videos
- wac > reinforce_learning
- links
- faculty_links
- idea
- teachingettes > classroom_assess
- teachingettes > brain_based
- teachingettes > monopolizing
- teachingettes > small_group_off_track
- teachingettes > high_note
- teachingettes > first_day
- teachingettes > cooperative_learning
- teachingettes > multicultural
- wac > responding
- wac > expectations
- teachingettes > whats_in_a_name
- wac > use_source_material
- orientation
- teachingettes
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Services & Support
- Instructional Technology Available for Checkout
- Consultations
- Small Group Instructional Feedback
- Applegram Program
- Faculty Appreciation Day
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  - gallery > 2005
  - gallery > 2015
  - gallery > 2007
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  - gallery > 2004
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- faculty_feedback_project > test_feedback
- learningcircles > guidelines
- faculty_feedback_project > sample_small_group_eval
- learning_scholars > scholars
- faculty_feedback_project > critical_incident
- faculty_feedback_project > issues
- faculty_feedback_project > letter_to_teacher
- faculty_feedback_project > sample_two_way_fast_feedback
- faculty_feedback_project > qcd
- cte_grants > softwaregrant_dual
- faculty_feedback_project > interpret_respond
- faculty_feedback_project > teacher_designed
- cte_grants > incentive_grant_recipients
- faculty_feedback_project > guidelines
- faculty_feedback_project > references
- faculty_feedback_project > sample_small_group_feedback
- faculty_feedback_project > small_group_form
- faculty_feedback_project > classroom_assess
- faculty_feedback_project > email_feedback
- faculty_feedback_project > sample_test_feedback
- learningcircles > application
- faculty_feedback_project > sample_feedback_form
- cte_grants > unavailable_software
- faculty_feedback_project > sgif_feedback
- learningcircles > meeting_report_form
- faculty_feedback_project > two_way_feedback
- sabbatical_info
- cte_grants > softwaregrantform
- lilly
- videotaping
- learning_scholars
- faculty_feedback_project
- learningcircles
- cte_grants
CTE Library and Tech Resources
- CTE Library
- Faculty Technology Center
- Thommen's Timely Technology Tips
- Banner Grade Entry Instructions
- howto > enrollment_ver
- howto > view_class_list
Accessibility
About the CTE
- History
- Leadership Team
- Visiting the CTE
- feedback
- alternateemail
Contact Us
pdday > 2009 > register
submitform > submitform_applegram
newsletters > spotlight > oct2011
submitform > submitform
surveys > workshop_feedback
newsletters > spotlight > mar2012
submitform > submitform_survey
staff > how_to_annotate
surveys > fad_survey
submitform > submitform_tc
newsletters > spotlight > may2011
submitform > submitform_tltttoc
surveys > toc_eval
pdday > 2010 > register
submitform > submitform_orientation
surveys > tltt_long_term
submitform > submitform_prof_exam
submitform > teaching_tips_survey
newsletters > spotlight > dec2011
newsletters > spotlight > user_submissions
pdday > 2009 > printable
staff > annotation
submitform > submitform_lls
submitform > submitform_tltt_survey
submitform > cte_submitform
surveys > teaching_tips
staff
workshp_vid > captivate_workshp
workshp_vid > coop_collab
workshp_vid > dear_instructor
newsletters > tfs
newsletters
pdday > 2009
workshp_vid > magna_presentation
newsletters > spotlight
workshp_vid > group_work
pdday > 2010
pdday > 2014

Lecturing Techniques

Lesson 1: Benefits and Limitations of Lecturing

Lesson 2: Components of the Lecture and Strategies for Making Each More Interactive

Lesson 3: Tips on Delivering and Pacing the Lecture

References: Where you can turn for further reading.

Center for Teaching Excellence
TLC Building
400 N. Capitol, Suite 324
Lansing, MI 48933
Phone: (517) 483-1680
Email: cte@star.lcc.edu
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Open Hours
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Friday: 8:00 am - 4:00 pm

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