So I looked up a favorite passage from a favorite textbook (Reading Rhetorically by Bean, Chappel and Gillam) and created a three-part activity to explore the difference between “conceptual” and “procedural” knowledges.
In a nutshell, conceptual knowledge is the kind of learning that has to do with memorizing, i.e., fact, figures, names, dates, concepts, theories, principles, etc. Procedural has to do with manipulating and applying conceptual knowledge. Lecture and reading is the primary vehicle for conceptual knowledge, recall being the primary, or at least most apparent, function of learning. Discussion, activity, laboratory - where learning is about managing and wielding ideas - are modes of procedural knowledge.
Certainly, divvying up knowledge into two categories seems to foreclose any overlaps between the two. This division may even be reductive - big time. But I figured this relatively simple contrast between “conceptual” and “procedural” would be an easy way to discuss the thinking they've experienced as well as the kind of teaching they may expect to encounter in college.