It is natural that the emphasis on learners' self-directed learning is realized in class as performances of problem-based learning or project approach. Certain conditions should be met for the performances to be appropriate for school classes. The most important is that teachers are required to have a deep understanding of the subject matters and a pretty high level of educational understanding.
Performances of problem-based learning and project approach has its teaching and learning basis on the processes of inquiry. Key components of this inquiry are:asking questions as an important part of reflectional thinking, collecting and assessing of related materials of evidence, making a conclusion based on the materials. Teachers, therefore, must have not only a good understanding of the activities in the procedures and steps but also their own experiences in class practices of them.
Through the inquiry, the activities performed by the learners heavily depend on teacher's ability and efforts. For each subject matter or topic, teachers should be able to plan for 12 or more class times. They should also consider how they will obtain a rich collection of related materials to be used in the classroom. That is to say, teachers' ability and a rich collection of materials makes a classroom a community of disciplined inquiry and decides the success of the performance by the learners.
In addition, performance assessment is important and it involves anecdote log, checklist, rubric (a formal scoring guide), etc. This is only possible when students make performances constructively. One of the most significant activities for the assessment is students' report with their final products before the audience.