One of my goals in life is to be able to learn in any setting.
I've had experience in many different situations, and am getting better at dealing with pacing that is both too fast and too slow. I've found raising my hand and asking questions is the most sure fire way to slow down a teacher going too fast for me. Having experienced the other side of things, when one student has a question that is usually an indication that many other students have similar questions.
In high-school, my mind used to wander off because I thought the teacher was going too slow. But I made a game of it. I would try to guess exactly what the teacher would say for the next 5 main points, and take note of any differences, however minor they were. Beyond that, instead of taking notes on what the teacher was saying (assuming I thought he/she was slow and I was doing a good job of guessing), I would take notes on my own wandering thoughts instead, and try to keep them related to what was being said.
Ultimately, learning has to be done by the student. A teacher may be able to cut the food for you, but you need to be able to digest it yourself.
I've tried using non-traditional techniques when I teach. I find a lot of people react badly to the more active things I've tried...from large-whole class discussion, to small group discussion, to having students work on the board, and so on. I find that these techniques only serve to further separate the engaged from the disengaged in both amount and quality of participation. The more active the style the quicker the disengaged students drop the course or stop showing up to class. But the engaged students get great results.
I think traditional, lecture style, classroom settings cater to the lowest common denominator. When you are in an extremely large, very diverse, classroom, the lowest common denominator can be very slow indeed.
But lectures are often used as a way to train people about what it is they are teaching. The person learning the most in such a setting is the lecturer himself/herself. In some sense, these are going to be a permanent part of academia. But they should not be confused with the most effective ways of teaching those who are being lectured to.