What Amplifying Looks Like in the PROCESS Phase

When teachers amplify during PROCESS, they're building students' capacity to engage with rigorous content independently - not doing the thinking for them, but teaching them how to do the thinking themselves.

For example:

Instead of simplifying discussion prompts or avoiding collaborative work because students are developing English, teachers structure PROCESS through:

• Sentence frames and thinking stems that scaffold academic language production
• Protocols that ensure equitable participation and substantive discourse
• Metacognitive routines that teach students to monitor their own comprehension
• Strategic checks for understanding that inform responsive adjustments

The cognitive demand stays high. Students build the habits and strategies they need to succeed without constant teacher support.