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The purpose of this evaluation is to help your instructor know how to improve
this training. Your suggestions will have an impact on staff and students around
the world! Please take a moment to answer the following questions:
1. TRAINING LOCATION ______________________________________
TODAY'S DATE ___________________________________________
2. Did you speak in a "live" classroom this week? ___Yes ___No
3. What do you feel you learned from this training?
4. Briefly evaluate how the course objectives were fulfilled in your own
life (circle number; "1" means definitely accomplished, "7" means not at all
accomplished). Take into account what you learned in preparation for CLT.
Comment as needed.
Positive
Negative
a. Personal motivation to do and teach classroom lecturing
1 2 3 4
5 6 7
b. Confidence and competence in preparing a classroom lecture 1 2 3 4
5 6 7
c. Confidence and competence in setting up a classroom meeting 1 2 3 4
5 6 7
d. Confidence and competence in presenting a classroom lecture
1 2 3 4
5 6 7
e. Confidence and competence in following up a classroom meeting
1 2 3 4
5 6 7
f. Confidence and competence in training and mobilizing
others in classroom outreach
1 2 3 4
5 6 7
5. What do you feel are the strong points of this training?
6. What suggestions do you have for improvement?
7. Do you feel motivated to do classroom lecturing? If so, what motivated
you?
ADAPTING CLASSROOM LECTURES TO VARIOUS SITUATIONS
The book, University Classroom Lecturing (UCL), contains over 50
classroom lectures. With some adaptation, these same lectures can be used in a
wide variety of situations: College Life, team meetings, discipleship training,
retreats and conferences, and many others. The chart below gives some guidelines
for adapting the talks. The left column lists several alternative situations.
The center column notes which lectures from UCL apply to each particular
situation. (The numbers refer to the numbers of the lectures in UCL.) The right
column contains ideas on how to adapt a classroom lecture for each particular
situation.
Alternative Uses
Of
Classroom Lecturing |
Lectures That
Apply |
Needed
Adaptation |
| College Life |
All lectures are appropriate.
Evaluate campus
and audience to
determine lecture
choice. |
1. Make the talk more personal.
a. Can be more direct: Say, "you need God"
or "students need need God" rather than
"many believe
that humanity has a need for God ..."
b. Add more personal illustration.
Tell about your college days or about other
students.
|
| TEAM MEETINGS: Dorm
Meetings
Fraternities/Soroities
Campus Clubs
Student Leaders |
|
2. Be less academic.
a. There is not as much of a need for detailed information.
You can use fewer quites and statistics.
b. Do not have to stress the phrase:
"The biblical view is..."
c. Use more emotion in your talk. Get your audience to
feel what you are saying.
|
| |
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3. Include more variety and
entertainment: light humor, jokes. 4. Be more dynamic and use stronger
body motion:
moving around, gesturing, etc.
5. Be more persuasive.
The model for the classroom is an effective professor.
The model for a team meeting is someone like Josh
JcDowell, Tim immons, etc.
6. Change the introduction.
a. Omit the 5 introductory statements used in CL training.
b. Use a catchy joke or story to capture the audience's
attention.
c. Demonstrate enthusiasm right at the beginning.
7. Change the gospel approach.
a. Can be more direct.
b. Can spend more time on gospel.
c. Can be clearer as to details of the gospel.
d. Remember to keep gospel creative and related to the talk
e. Various campus situations may necessitate a lesser
emphasis on the gospel so as to
"salt" the audience
and possibly encourage greater
follow-up participation.
8. Change the ending.
a. Can ask for personal response.
b. Use of comment cards will include asking audience to
make a check on their card if they
prayed. |
| Action Groups Christian
Seminars
Retreat Series
Sermons
Sunday School |
All lectures are appropriate,
especially 1,2,8,9,10,15,28,
29,30-32,39,52,53. |
1. Can be more direct. 2. Can
add more biblical content.
3. Can add more biblical reference.
4. Can add personal application.
5. Can add more personal illustration. |
| Advanced LTC Other Christian
Groups on Campus |
All lectures are
appropriate, especially 1, 5, 6,
23, 24, 27, 28, 29, 30, 32, 33, 39, 45, 46. |
1. Can be more direct.
2. Can add more biblical content.
3. Can add more biblical
reference.
4. Can add personal illustration.
5. Can add more personal illustration. |
| Radio and TV Interviews |
Sections of most talks
will apply. |
Be well researched.
Show enthusiasm.
Prepare short, concise "quotable quotes" that will stick in the viewer's
mind. |
Lectures to High School
Classrooms
Or Extra-Curricular Meetings |
1, 2, 7, 8, 9, 10, 11, 17, 24,
28, 29, 30, 32,
33, 35, 36, 39, 45, 46, 50, 51, 53, 54. |
Similar to "Team Meetings" (see
College
Life and Team Meetings). |
Lay Community Clubs or
Secular Speaking
|
1, 2, 3, 7, 8, 9, 10, 11,
12, 13, 14, 15, 16, 17, 18,
19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36,
through 48, 50-55. |
Similar to "Team Meetings" (see
College
Life and Team Meetings)" |
| **Debate Forum |
* 8, 9, 11, 17, 23, 24, 26, 27,
28, 33, 35, 43, 46, 47. |
1. Use basic structure of
lecture for opening remarks.
2. Be well prepared.
3. Anticipate opposing arguments. |
| One-on-One Evangelism (2nd
Evangelistic contact) |
5, 23, 28, 30, 32, 33, 39, 46, 47, 50. |
Use selected material, as
appropriate |
| Follow-up for Specific Needs |
|
|
| College Student Giving Lecture
in Class |
All lectures are appropriate. |
No change. |
| *Lecture Series-- Basic
Apologetics |
3, 23, 24, 28, 29, 30, 32,
33, 39, 46, 50. |
1. No change.
2. Present as in a classroom. |
| Christian Issues And Answers |
1, 2, 4, 7, 8, 9, 11, 12, 14,
15, 16, 17, 18, 19, 20, 21,
25, 26, 27, 35, 36, 43, 46, 50, 52, 54. |
1. No change.
2. Present as in a classroom. |
Write up and Distribute
Lectures:
for Classroom follow-up, For supporters |
All lectures are appropriate. |
You may need to edit our certain
"Christianese" words or phrases from some outlines before distributing
them
non-Christians as part of classroom follow-up. |
Magazines--Secular
Writing articles |
8, 11, 12, 13,15, 16, 17.
|
Check potential magazine for
style, Content, length, audience, etc. |
Newspaper-- community:
Editorial, Letter to editor |
Sections of all lectures are
appropriate. |
Check potential newspaper for
style, content, length, audience, etc. |
Newspaper-- Student:
Editorial
Letter to editor
Contributing articles |
Sections of all lectures are
appropriate. |
Check potential newspaper for
style, content, length, audience, etc. |
**DEBATE FORUM-- Challenge a teacher, student, expert, author, etc., to a
debate on campus, T.V., in the community, etc.
*LECTURE SERIES-- Advertise a lecture series on either Christian apologetics
or Christian Issues and Answers for a non-Christian to attend. It can be a
week-end retreat or a weekly series at a campus or in your community.
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