We have suggested elsewhere5 that the term 'tutor' is an inappropriate one for the role assumed by the faculty member in the PBL meeting. However, in deference to established usage, we will refer here to the faculty member and PBL group meeting as the "tutor" and "tutorial meeting", respectively.
This is not necessarily true of all PBL implementations.14 Implementations also vary in the ways in which the lists of LIs are utilized within the curriculum.15,16,17
An approach described in Barrows3 and used by many groups is to do a two-staged evaluation of LIs. As areas of uncertainly arise in the discussion, satisfying the first condition, they are noted on the board. At the end of the meeting, the group clarifies what the issues actually are, prioritizes the list (using the second and third criteria), and decides how to divide the work of researching the issues among the members of the group.
See, for example, accounts of how broadcast interviewers withhold assessments of interviewee's responses.23
Though not entirely so. See Barrows2 for a description of the ground rules governing participation in a PBL meeting.
A description of the transcription conventions is provided.
Note that in the transcript excerpts, word spellings reflect speaker variations in pronunciation and speech rhythm. These "nonstandard" forms are extremely common in spoken (as opposed to written) language. They should be viewed as examples of how language is actually used, particularly in informal settings, rather than flaws in performance. Note, too, that ending punctuation in this transcription system indicates intonation, not grammatical category. Patrick's turn is a question (Joel treats it as such by providing an answer in line # 6); the period at the end indicates a downward terminal intonation.
See Pomerantz27 for a description of how evidence is presented in situations of doubt.
See Schegloff, Jefferson, & Sacks28 for a discussion of the preference for self-correction in conversational repair.
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