Understanding level: By using the technique regularly and consciously, students understand that: 

• the group’s success depends on the members’ cooperation, not on the performance of a single “smart” student. 
• a “good student” is not only one who reads fast or calculates flawlessly, but also highly valuable is the one who draws well, has excellent spatial awareness, is empathetic, or can calm others down. 
• it is nature to make mistakes, and joint thinking overrides competition. 
• class ranking does not determine a person’s true value, and they become more open towards their non-dominant peers. 

Behaviour level: 

• students are curious and ask for the opinions of their quieter, or marginalized peers (e.g., “What do you think about this, Peter?”). 
• students voluntarily, loudly praise and acknowledge each other’s specific contributions. 
• when a low-status student acts as the “Leader”, high-status (dominant) students accept their direction, consciously step back, and give them space without dominating the task.