| anxiety | Uneasiness and apprehension.
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| base groups | Groups of students who work together on a project.
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| cognitive load | Amount of work in acquiring or using knowledge.
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| cognitive roles | Roles that require a specific type of thinking or specialized knowledge.
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| collaboration | A joint intellectual effort of students, peers, teachers, and community members to investigate a question or problem.
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| division of labor | A process that occurs when students collaborate, negotiate, compromise, and interface with others to investigate a driving question.
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| duped | Trick or persuade someone to do something for you.
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| equality | The quantity or level of knowledge or ability that members bring to a group.
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| home groups | Groups that are used for critiquing work and supporting each other; may be used the entire school year.
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| interpersonal roles | Roles that help students work well among themselves.
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| learning contracts | Written agreements between the students and teacher which establish standards for completion of their work before it is begun by the student.
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| loafer effect | A phenomena that occurs when one or more group members allow others to do all the work.
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| managerial roles | Roles that help manage time and completion of a task.
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| meaning | A sense of purpose or significance.
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| mutuality | The common goals of the students.
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| pact | An agreement between two or more groups or individuals to complete a given amount of work with the least effort.
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| positive interdependence | The linking of all group members so that one cannot succeed unless the other group members succeed.
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| scaffolding | A process in which a more knowledgeable person uses various techniques, such as modeling or coaching, to direct those aspects of the intellectual task that are initially beyond the capacity of the learner.
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| sharing groups | Groups where students share information about their respective projects.
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| socially induced incompetence | A phenomena that occurs when members of a group ostracize or disparage a student to the point that he or she feels unable to contribute to the group's work.
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| status differential effect | A phenomena that occurs when a high-status member of a group takes control. Higher status can be caused by many things-cliques, socioeconomic status, race, older students working with younger ones, or academic achievement.
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| trust-building skills | Skills or processes that help make all students feel comfortable working in small groups.
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| zone of proximal development | The difference in performance between what a learner can accomplish unassisted and what he could accomplish with the assistance of a more knowledgeable or capable other.
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2003 McGraw-Hill Higher Education