This sounds quite reasonable. The biggest criticism I would have of some of my lecturers would be that the only time some material would be available would be i

This sounds quite reasonable. The biggest criticism I would have of some of my lecturers would be that the only time some material would be available would be in lectures, this doesn't work for everyone and certainly didn't for me. I found it much better when there were good materials that could be accessed outside of lectures, before or after. I always found lectures more engaging when they provided something more than the essential course content. Demos and live examples can work well but they can end up being rather lengthy which can be a bad thing. Reading through slides or course notes that are available anyway doesn't really help. As I mentioned elsewhere on this thread, discussion was in my experience a mixed bag. Some lecturers tried to get discussion or class participation by asking specific people at random, I think this caused people to just avoid these lectures for fear of being picked. On the other hand, just asking questions can result in a long silence before anyone decides to answer, perhaps this is a thing more in the UK, I'm not honestly sure. It certainly can work and it's definitely better with smaller groups. I found practical assignments were better when they felt less synthetic, it's much easier to motivate to learn for something when the task seems more authentic. For theory, it's always good to have the opportunity to ask questions if given homework, my lecturers were varied in this regard. Questions in lectures can work but some will be reluctant to ask in case it's a "silly" question. My university ran labs with TAs for most units with a practical element, I think these were a better environment as it meant that you didn't have to announce your question in front of everyone else. We had tutorials for some more theory heavy units which provided the same facility.