Recent Tutoring Session Reviews
"Today we focused primarily on covering photosynthesis in detail. We went through both the light-dependent and the light-independent reactions. I had her narrate a video that was provided as a resource associated with her textbook, and make a list of each of the steps. I worked with her to work through the entire process in a multiple different modes in order to maximize her ability to recall the information. We went through it verbally (her narrating), visually (watching the video), and also more hands-on (through drawing). We will review quickly tomorrow to make sure she retains the information for her test later this week. At the end we went through her world history flash cards one more time and I saw a definite improvement since last week. She thinks that her test was moved to next week, so I am very confident she will be able to do very well with the vocabulary."
"The student has a test coming up on Friday, so we spent this session honing in on a topic that she finds tricky: cellular respiration. Her friend showed her a great online problem set resource, and we spent the entire hour and a half working through ~50 problems. They were very hard! Interestingly, the problems took a more chemistry oriented approach to these topics, and I think the change of perspective helped us both understand the material in a new, valuable way. Next time, we plan to focus on photosynthesis (and maybe some mitosis/meiosis). I encouraged her to look over her flashcards and at more of the practice problems online in the mean time."
"Today we continued talking about DNA and RNA: what is their main function and what is the difference between DNA, chromosomes and genes? We also discussed the importance of nucleotides order for protein production and mutations. We solved some practice questions I prepared."
"Covered mitosis, meiosis, DNA replication, protein synthesis, genetics (Punnett squares). The student has a solid understanding of men Delian genetics."
"Today we worked a bit more on Punnett squares, genotypic and phenotypic ratios in regards to dominant and recessive traits and crosses, as well as pedigrees, and discussed karyotyping a bit more. We explained how to determine the genotype of individuals with dominant phenotypes when a pedigree is used and other family members have recessive traits. We compared expected phenotypic ratios to actual phenotypic ratios in one experiment performed with plants involving recessive white plants and dominant green plants. I believe the student is beginning to feel more confident and comfortable with the concepts that we are working on, and I am happy to note this. I am delighted that our sessions are beginning to help him catch up in the class."
"We again spent most of this session discussing the student's biology work. She feels much more comfortable with the material taught in her algebra class, which seems less abstract to her. She had a quiz on genetics at the end of last week and now we have moved on to studying evolution. She expressed a lot of interest in this topic, but we will need to go over the fundamentals again before I think she will really feel comfortable with it. We'll work on this in our next session."