Recent Tutoring Session Reviews
"This week, the student and I covered the beginning of taxonomy, including definitions, important concepts, and different methods of organizing organisms. She struggled the most with remembering the different organizational systems, so we used practice problems to add clarity and repetition. She seemed interested in the material. She will be taking a quiz next week, and we will assess our progress in this new unit then."
"We reviewed DNA and RNA structure in detail (purines, pyrimidines, sugar-phosphate backbone, tRNA, etc.) and the differences between DNA and RNA. We also discussed the experiments of Hershey and Chase, and Watson and Crick, as well as X-ray crystallography done by Rosalind Franklin. He understood the material very well by the end of the session, and I am confident that he will do well on his quiz. We will continue to meet on Thursday afternoons."
"The student has an exam over bacteria and viruses next week so we looked over his notes to start preparing for it. I told him that he should go over parts of his notes that I thought he should spend a little more time on this so that he could know the information for his exam."
"This session covered material that will be on her next test on genetics. We went over the sample questions that her teacher has provided and talked how genetics leads to so many different possible outcomes which is why no two siblings ever look alike except for identical twins. She has a good understanding on the subject material."
"We went over genetics concepts and practice problems so the student could prepare for her test on Monday. She easily understood the details of this topic after asking some very good questions. I encourage her to make note of anything that she would like to cover, and to bring them up each week when we meet so that it can be clarified."
"Today we prepared the student for an exam on Reproduction, Mitosis and Meiosis, Cell Division and Fertilization. We also used a graph/chart to visualize the hormone levels. Next, we discussed the types of Reproduction and which organisms carry out the process. We discussed the Cell Cycle and the checkpoints that determine a cell's movement through the cycle. We discussed the difference between Mitosis and Meiosis along with the difference between Diploid (2N) and Haploid (N). We went through the steps of Mitosis and Meiosis and where they occur. I left handouts with him so he could go over the process again after I left."
"We finished reviewing the transcription and translation steps in detail. We made flash cards and drew pictures. This was in preparation for his test the following day. Overall, he definitely had it down by the end of the session."
"We reviewed cellular respiration and photosynthesis. We broke each concept down into smaller parts to make it manageable. We also used videos provided by her teacher and videos from the web to help understand the "moving parts" in the system. She was having difficulty with photosynthesis in the beginning, but by the end she was able to tell me all of the details associated with the light reactions and The Calvin Cycle. If she continues reviewing the material I feel confident she will do well on the exam."
"The student has been given a study guide by his instructor for the next test. His first test had a lot of essay and short answer questions. First, we reviewed the major terminology in the study guide. The first section is about classification of living organisms. We discussed the 5 kingdoms and then used the animal kingdom to discuss the levels of classification. We then reviewed DNA structure. For homework, I asked him to describe in detail the 5 kingdoms, and define binomial nomenclature, polymer, and nucleotide."
"Because the student has been having some trouble with biology we devoted this session to that subject. The chapter she is on now contains the topics of glycolysis, the Krebs cycle and the electron transport chain. This chapter contains a lot of terminology, so I brought some worksheets, found some animations online, showed her the process very thoroughly, and used the worksheets to check how much she absorbed."
"This was my first session with the student. We went over his current academic situation and schedule and discussed goals and approaches. I requested academic background information from his mother."
"In our most recent session, the student and I continued to cover the genetics material that she is going over at school. This week, the new topics introduced included allelic co-dominance and sex-linked genetic disorders. Similar to last week, the student was initially unsure of the material, but began to understand very quickly after only several example problems."