Recent Tutoring Session Reviews
"Today, we reviewed the digestive system to better retain concepts from last time, and the excretory system comprehensively. The student familiarized himself with both pathways and recited them aloud to facilitate understanding. This concept review was followed by an excretory system quizzes that tested main concepts and functions of nephron parts. Overall, I am happy with his improvement today in understanding of the tubule pathway and the enzymes involved in digestion."
"Student one - Went over weathering of rocks and the factors that determine its speed and effectiveness. Discussed physical and chemical weathering; their similarities and differences. Discussed water's role in the process of weathering, both physically and chemically. Also went over the formation of soil from the process of weathering. Student two - DNA components and structure. The makeup of nucleotides and the different nitrogen bases that make them up. We discussed genes and their relationship to DNA. The differences between DNA and RNA. The role of DNA and RNA in the production of proteins. The different forms of RNA involved in protein synthesis (mRNA, rRNA, and tRNA). Also discussed the process of DNA replication and the proteins that assist in the process."
"The student and I spent time reviewing material for her test - specifically, the large mechanisms and comprehension questions. She had the most difficulty remembering the long mechanism, because she didn't understand why one step would logically proceed to the other and how the steps related. I helped her come up with metaphors that would help her remember the steps and re-explained the overall goal of each mechanism. It was clear she understood many of the definitions very well and was able to answer many fill-in-the-blank type questions. I then spent the remainder of the session working on test-taking strategies and building up her confidence. By the end of the sessions, she said she felt very confident and prepared for her test."
"The student and I covered material from Chapter 2 in her textbook, Molecules of Cells. She was prepared to ask me questions about concepts she needed additional help with. We reviewed some of her homework assignments and quizzes online, and she is doing well so far. She seems very motivated to do well, and her efforts will truly help her throughout the semester. We went over bonding and isotopes in greater detail, and I will find additional practice problems for her by the next time we meet. I also gave her a handful of videos that I selected that correlated with the subject matter in chapter 2 for her to review on her own time. We will cover chapter 3 next time we meet!"
"The student and I continued on our unit on genetics. We went over mutations and genetic engineering. We also went over transcription and translation. We went over problems in her workbook and then the quiz that reviewed the material at the end of the unit. She seemed comfortable with the material, especially regarding translation."
"During our time together, the student and I worked hard on completing his biology homework, which covered DNA and mRNA transcription. This homework was a packet that we accomplished during our time together. Overall, he had a very good understanding of the material and could offer great explanations for most of the questions in the packet."
"This evening, the student and I looked over all of the major concepts he has talked about this semester since he is currently taking a state assessment benchmark at school. He did very well in remembering most of the vocabulary that they had talked about and wasn't afraid to ask for clarification of concepts that he didn't completely understand. He struggled the most with photosynthesis and respiration processes and the different cycles that they had discussed (water, carbon, nitrogen, etc.) so I gave him detailed explanations of these and he seemed to understand them much better after hearing them another way."
"We went through her lab. It was on population and Hardy-Weinberg principle. I explained how she has to solve each question and use the formulas to answer each questions. She understood how to solve them. She is doing great."
"With the student I covered the cell life cycle, interphase and M phase and the subphases of each. We also covered what IPMAT stands for and what is happening in each stage and how to recognize what the cell looks like during each phase."
"I made practice problems for her to do so we could see what else she needed to work on. We went over all of the problems and worked on memorizing the equations. This was about thirty minutes of the session. We spent the rest of the time going over her biology. What we did was I took her slides from her videos and went into an in depth explanation of each topic and definition. I provided her examples of each and how it impacts our lives today. I know she has essay test for this subject and I'm hoping this method will give her ways to make the necessary connections to do well with these concepts on the exams. She did ask questions and seemed very interested in the material. She will complete to slides by Saturday so I can explain to her the rest of the topic. I also have some other resources I will be bringing on Saturday to help her understand better."
"Today we reviewed the taxonomy of mammals. We concentrated on chordates, specifically jawless fish, cartilage fish, bony fish, amphibians, reptiles, birds, and mammals. We also reviewed early hominids and their distinctive features."
"Today we covered materials that she was struggling with. The majority of the time was spent explaining how to build phylogenetic trees. She was struggling to understand how to create trees and also how the groupings on the trees related to each other. We went over an example she had from class as well as built trees from scratch with conceptual species."