When students explain concepts to one another, the learning often proves to be more lasting than when adults do so. The 2013 Hattie study, among others, identified this as an effective component of school learning. In recent years, Steinmühle has consistently sought to strengthen this area through internal teacher training programs and participation in a Europe-wide training initiative on the topic, with the goal of making smart facilitation methods that promote cooperative learning as part of everyday teaching at Steinmühle and to make them a natural part of the teachers’ repertoire. Important impetus for this also comes time and again from the Marburg Teacher Training Seminar, which is responsible for training student teachers and with which we, as a training school, have close ties. Whether it’s analyzing a topic using the “Think-Pair-Share” method—first individually, then with a partner, and finally in a group; whether it’s a so-called “group puzzle,” in which experts—who have divided the work among themselves to become experts—explain concepts to one another; or whether it’s in the form of a “placemat” that invites a written dialogue among four participants —engaging forms of collaboration have long been an important element of lesson design at Steinmühle, and this approach has been further strengthened in recent years, particularly through numerous well-developed projects in the six-hour project-based learning program for grades 5 through 9.