Perhaps the key to successful group interaction lies not in the label educators use for what they and their students do but in the flexibility with which teachers and students choose from the growing literature on group activities and the equally large and impressive body of undocumented teacher and student experience. This flexibility enables teachers to scaffold for their students about how to study in ways that promote both cognitive and affective gains, and that enable students to live lives in which collaboration or cooperation (whichever term you prefer) plays an important role in promoting their own well-being and the well-being of those in the wider world.