Deborah & all, I love the exercise suggested by Gary Probst! I'm a big fan of this kind of consciousness-raising exercise. More often than not, it's a matter of selling the students on study habits. As an addendum: Give two groups of students the same list of 20 or so words. (Pick keywords at random from an upper-level textbook, so that a good many are unfamiliar to them.) Tell them it's simply a memory exercise. Give one group a simple set of directions, such as "Memorize the following 20 words. You have 10 minutes to review the list right now. You will be quizzed tomorrow morning." Give the other group more directive instructions: "Memorize the following 20 words. You will have 10 minutes to review the list right now. You might find it helpful to write the words down to review them later. Suggestion: try grouping the words into categories, either by meaning, by the roots or prefixes or suffixes, or even by initial letter. Quiz yourself a few times between now and tomorrow morning, to make sure you can, indeed, recall all 20. You will be quizzed tomorrow morning." Quiz the students, and have them compare notes about scores and how they prepared. The exercise may help raise consciousness about careful reading of instructions and taking initiative in learning, especially if a student opines, "But I thought I only had 10 minutes!" Students will, one would hope, start seeing good memory less as a function that one either has or doesn't have, and more as a result of memory-reinforcing habits. --Steve Runge Academic Skills Coordinator St. Lawrence U. Canton, NY 13617 [log in to unmask] >Deborah Pratt Sawoscinski wrote: > >> This is probably a poorly-timed question with folks breaking for a few >> days, but I would like to do an activity as part of a study skills >> workshop/tutorial that helps students >> experience/discover the fact that it takes time and focus to learn.