Frequent student processing of lecture content (1) clears working memory, (2) increases long-term memory storage, (3) produces retrograde memory enhancement, (4) creates episodic memories, (5) increases alertness, and (6) activates many brain structures. These outcomes increase comprehension of and memory for content. Many professors now understand the importance of frequent processing, and are including simple processing techniques like "Turn and Talk." Unstructured processing like this, however, necessarily increases the achievement gap. In contrast, highly structured interaction sequences called Kagan Structures decrease the achievement gap and increase overall achievement. Empirical data, rationale, and sample Kagan Structures are presented.