In response to the lecture format coming under "attack" and being replaced by online materials and smaller tutorials, this paper attempts to offer not only a defence but also to assert that the potential value of the lecture is difficult to replicate through other learning formats. Some of the criticisms against lectures will be…

The authors describe several types of classroom assessment techniques (CATs) and cognitive scaffolding procedures that they have developed over the years. They then bring the procedures together in a sample lecture/group learning class presentation.