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Brie, I also as surprised by the idea that college is dominated by lecture courses.  I have take courses at a range of colleges including Swarthmore, Eastern, Penn State, Penn, and Montgomery County Community College.  I only encountered lecture courses in a few intro courses at Swarthmore and a history course at MCCC.  Otherwise of my courses were mainly seminar format. 

I'm also firmly believe that helping a child be more aware of her metacognition and helping to strengthen her metacognitive strategies will help her if she does face a lecture course.  If learning through lecture is not a strength to her, I hope that this child will be able to recognize that and think about what she needs to do to be successful.  Some examples of her thought process:  Uh-oh, this course seems to be dominated by  boring lectures.  I don't learn well that way.  I need to:

• really make sure I'm staying focused and monitor my own attention through some cue
• write down anything that is written on the board
• take careful notes from what the professor says
• find a partner to sit with and share notes with
• read the revelent reading before the class, so that I can follow along easier
• form a study group to discuss the material
• bring a tape recorder to class with me
• doodle, knit, chew gum, etc while in class to give my body some muscular input
• go to see the professor in her office and ask for . . .
• look on the internet for a graphic that will help me understand this
•  

I think metacognition can really empower students and help them actively get what they need to be a successful learner.