Recent Tutoring Session Reviews
"We went over inference questions, retrieval questions, and several passages. She seemed to be struggling the most with inference questions. She did very well on evaluation questions. She took a practice verbal section from the old exam, and scored the equivalent of a 10."
"The student and I reviewed 1/2 of a practice test we did not finish last time. We then reviewed a whole practice test I had her do for homework. We discussed common errors. She tends to initially choose the correct answer and then change it to a wrong answer. To test this I had her do a practice passage answering with her first instinct and then not changing it. She got every question correct. I left her with another practice test to do until we meet again with instructions to draw out the big picture, not get caught up with details, and to stick with her gut when it comes to choosing an answer."
"The student's reasoning with many questions (like the Roman numeral one about the older surgeons) struck me as clear and sophisticated. They came up with a great strategy for highlighting sparingly but usefully. We will continue to practice the student's sense of timing."
"We discussed the kidney. By way of intro, we discussed kidney and nephron anatomy, the fractions of blood, and hydrostatic vs oncotic pressure and how it explains filtration. We discussed the specifics of glomerular filtration. We went through all five sections of nephron, beginning with the overall "job" of each section, then delving into the nitty-gritty and returning to the summary statement. The student needed a little back-tracking as necessary to discuss topics including diffusion/osmosis, osmolarity, governance of circulation, oxygen delivery, ventilation, hormone classes, and a few others. As systems biology is the most integrative topic, this is unsurprising. She felt greatly relieved by the top-down summary of kidney function section-by-section."
"Went through problems that the student had on work, energy and power and momentum and impulse that she had while studying at home. After explaining concepts that she struggled with, we went through practice problems to assess her understanding of the material."
"The student and I began our session by reviewing the problems she'd found difficult on the assigned homework. The problems she needed help on were some of the more difficult problems, and they were less about the concepts we'd gone over together than on test-taking strategies. We then went into our scheduled topics for the day: gas laws (general chemistry) and circuits (physics). She seemed to understand the gas materials, and is working on making some of the needed assumptions to solve the practice problems. She felt less comfortable with the circuit materials going into our session, but by the end she was able to solve each of the practice problems relatively easily. It seemed that she just needed a bit more explanation of each of the equations she'd been taught in order to really start understanding the material. Next session we will review genetics and optics."
"The student and I worked through the answers he got wrong on a practice exam on the physical sciences of the MCAT. We looked for patterns and rationale for the wrong answer choices."
"We reviewed energy and moved onto fluids/ solids. We worked on practice problems for the subjects. The student still needs to do more practice on his own to really solidify the conceptual understanding."