“One reason that teachers lecture is that it is ground that they totally control. It may be why the practice has held on for so long in the face of overwhelming evidence … that it does not work very well to promote student learning of either the subject matter or larger general education goals like understanding others or participating in community activities. As soon as you open your classroom to serious dialogue that recognizes the legitimacy of ideas worked up by students, there is no putting the genie back in the bottle. Students may raise questions you never thought of. They may disagree with you, causing you to defend your point of view and, heaven forbid, even revise future lectures.”
—Ronald Woodbury, “From the Traditional Lecture Toward Dialogical Learning: Changing Patterns in the Teaching of History.” In Ideas that Work in College Teaching, edited by Robert L. Badger. Albany, NY: State University of New York Press, 2008.