This paper is aimed at revealing the evaluation on speakings' (1) performance in classroom; and (2) adopting the students' problem-based learning. Communication in the classroom is definitely embedded in meaning-focused activity. This activity requires a teacher in classroom to tailor his or her instruction carefully to the needs of learners and teach them how to listen to others, how to talk to others, and how to negotiate meaning in a shared context. Learners will learn how to communicate verbally and non-verbally as their language store and language skills development. In designing activities, a teacher should consider all the skills conjointly as he or she interacts with learners in natural behavior, for in real life as in classroom. The following activities appear to be particular relevant to eliciting spoken-language production. For instance, a teacher provides learners with opportunities to learn from auditory and visual experiences, which enable them to develop flexibility in their learning styles and also to demonstrate the optimal use of different learning strategies and behaviors for different tasks. To support the speaking ability, media of teaching speaking can be adopted from the following aids, such as aural, visual, material-aided, and culture awareness. The expected outcomes of a problem-based learning (PBL) activity are (1) acquiring knowledge and skills that can be transferred to solve similar problems on an individual level and (2) constructing a shared knowledge and promoting mutual understanding on the group level. The instruments used in a PBL activity are tools--whiteboards, computers, as well as domain-specific tools like experimental instruments, places-discussing rooms, library, and laboratory, and documents-learning materials and learning records. The community of a PBL activity is broad and consists of the learners who are involved in or have influence on the activity in some forms. In PBL activities, learners may have different expertise and different learning interests. PBL promotes learners' confidence in their problem solving skills and strives to make them self-directed learners, even such confidence does not come immediately, it can be fostered by good instruction. A teacher who provides a good learning circumstance in the classroom with the positive teacher-student and student-student interaction, gives learners a sense of ownership over their learning, develops relevant and meaningful problems and learning methods, and empowers learners with valuable skills that will enhance learner's motivation to learn and ability to achieve.
Self-organization and information transfer in Antarctic krill swarms
