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Michael
- Rate 235 GHS
- Response 1h
235 GHS/hr
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- Biochemistry
Former college instructor of 15 years facilitates the learning of biochemistry to individuals of ages, backgrounds, and abilities
- Biochemistry
Lesson location
About Michael
I have facilitated the learning of exercise biochemistry college students for the last nine years. While this may make you think that I am so comfortable with the material that I cannot know precisely what you are going through (and that is technically true), you should know that I am a biochemistry autodidact. This means I taught biochemistry to myself after having a background in human physiology and chemistry. So, I know the pitfalls and stumbling blocks ahead for you. I have been through them and personally assisted almost two thousand students in traversing what can often feel like the biochemistry mountain.
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About the lesson
- Primary school
- Junior high school
- SHS 1
- +9
levels :
Primary school
Junior high school
SHS 1
SHS 2
SHS 3
BTS
University education
Adult Education
Master's degree
Doctor of philosophy
MBA
Pre school
- English
All languages in which the lesson is available :
English
I employ multiple modalities of learning facilitation to ensure that I can help as many individuals as possible. Specifically, I employ the Socratic method, emphasizing problem-solving and critical-thinking skills. I have used this to successfully teach biochemistry to college undergraduates and tutor graduate students. I have years of experience with face-to-face and online learning, and I am comfortable applying all the modalities for both. A typical lesson would include a brief review of the material, precisely the terminology. Biochemistry is notorious for the vast amount of unique and challenging vocabulary. I want to be sure "we are speaking the same language." I would then have the student "help me tell the story" of what we are reviewing that day. Whether it is DNA replication, the Tricarboxylic Acid (Krebs/Citric Acid) Cycle, or plasma membrane construction, each has a narrative we can follow if we begin to perceive it as a story of inextricably linked events instead of a series of disparate ones, which is the manner it is often depicted. I then like to "throw chaos into the system" and begin asking questions about what is likely to occur if something goes amiss. I use examples from neurobiochemistry, microbiology, pathophysiology, pharmacology, toxicology, mutations, nutrition, etc. Examples would include items like: 1) Based on what we learned about the mitochondria, the electron transport chain, oxidative phosphorylation, and oxygen, why might someone with asthma be lethargic or have difficulty exercising intensely? 2) Based on what we know about the diaphragm as a skeletal muscle, if you stepped on a pufferfish whose tetrodotoxin blocks the voltage-gated sodium channels in the muscle, why might you die of asphyxiation? 3) How does the environment determine whether Sickle Cell Anemia is a "positive or negative" mutation? I am also open to integrating conditions, effects of supplements, drugs, etc., of which I am unfamiliar but interest the student. I believe those kinds of connections are what make the material stick. I have a plethora of material, including Word and Excel Spreadsheets to aid with note-taking, already prepared, and I am always looking to improve and customize them to the student's needs. Because I cannot physically show my students mitochondria, a strand of DNA, or the actomyosin complex, it is imperative I do all that I can to give them a way to see the narrative we are creating. To ensure this, I include many videos and figures with each lesson, and many have me and the students drawing several diagrams.
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Rates
Rate
- 235 GHS
Pack prices
- 5h: 1,177 GHS
- 10h: 2,118 GHS
online
- GHS235/h
Details
Your first 30-minute lesson is free.
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