**4.4 Benefits to Chinese science classrooms based on Canadian practices**

One of the main best practices reported by Canadian teachers that can be shared in Chinese classrooms is implementing a greater focus on student collaboration and providing opportunities for students to work together, share ideas, and learn from one another. It was noted that while Chinese students spend a great deal of time problem-solving and developing the skills and knowledge outlined in the curriculum and necessary for future academic success, they do much of this work independently. Chinese students could benefit from more opportunities to collaborate with others and learn about different thought processes and strategies. Teacher A felt

*"The biggest thing missing in Chinese education classrooms, science classrooms, but all classrooms probably, is the level of feedback they receive during the learning process. I don't think the feedback is enough…and the response that I got from the Chinese teachers is… there's just too many people. That this is what we have to do."*

Teacher A stated it seemed like Chinese science classrooms were filled with a sense of urgency to learn as much as possible, as fast as possible, as independently as possible. One of the standout features of the Chinese classroom that differed from Canadian classrooms was the idea of self-study, which encompassed three or four hours of studying at the school each night. In addition, the Canadian teacher's understanding was that students were not allowed to talk, whereas Canadian classrooms tend to encourage dialog and collaboration among classmates.
