Students are actively engaged as they construct the visual framework for the concept-genre. The teaching strategy triggers the pattern making ability of the brain and it stores examples of the concept. The use of cognitive skills integrated with the academic content triggers intellectual development. The framework acts as a learning mediator as procedural knowledge develops. With each practice activity the category network increases in the mind. A high achiever has a large category network, but the low achiever does not. In this highly systematic approach, the students are now thinking and the playing field for the low achievers are now leveled and they can compete successfully in the classroom.