This paper explores the use of active and reflective learning within UG and PGT modules, focusing on benefits gained using reflective activities within a traditional lecture-seminar format; a constraint many HE practitioners still have to work within. The place, and value, of instructor-led lectures in HE has been debated for many years now, and since Covid many have seen a fall in attendance rates and lack of engagement with these both in person and as resources supplied for hybrid, distance, or asynchronous learning, which seems to undermine their value further. I suggest here that large-class lectures can still be a valuable tool for effective learning and engagement when combined with an open and reflective approach, rather than being seen as a method for content transmission.