Silvia-Ioana - Cellular biology tutor - Cardiff
Silvia-Ioana - Cellular biology tutor - Cardiff

Silvia-Ioana's profile, qualifications and contact details have been verified by our experts

Silvia-Ioana

  • Rate RM218
  • Response 2h
  • Students

    Number of students accompanied by Silvia-Ioana since their arrival at Superprof

    7

    Number of students accompanied by Silvia-Ioana since their arrival at Superprof

Silvia-Ioana - Cellular biology tutor - Cardiff

RM218/h

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  • Cellular biology
  • Genetics
  • Molecular biology
  • Pathophysiology

Master in Neuroscience offering tutoring in Genetics and biochemistry for undergraduate students in life sciences and medicine in Cardiff/Bristol/London or online.

  • Cellular biology
  • Genetics
  • Molecular biology
  • Pathophysiology

Lesson location

About Silvia-Ioana

At this time, most of my activities revolve around my MNeuro research, which is based on my original proposal. I am investigation the dynamics and regulation of a kinase cascade during neurodevelopment and the ramifications this has on neurodevelopmental and neuropsychiatric pathologies. Feel free to ask me questions about it, but be wary - it may lead to a very long albeit entertaining discussion which, ironically enough, ultimately covers topics in almost, if not all subjects I tutor for.
Fields in neuroscience that I am wildly passionate about include neuropsychopharmacology, systems neuroscience neuropsychiatric and neuropsychiatric disorders.

two truths and a lie about me:
-attended art school for 10 years;
-my favourite subject I teach is cell bio;
-own a pick up truck;
let me know what you think when we meet (this happens to help in understanding and adjusting my method for you).

As you may have noticed, I teach subjects falling under fields ranging from life and health sciences to geometry and all the way to philosophy or art.
This 'multidisciplinarity', these seemingly scattered, random interests and my knowledge on them are the reason I am able to easily make some links and connections many people may have difficulty with; this phenomenon made me understand that heterogeneity is key to the way we ultimately process information.
My approach is based on this belief and therefore it is my attempt to change my approach and delivery to fit each student.
Teaching to me is both crucial and highly specific for each individual - what someone will understand from, say, a lecture, will depend on the information itself, the way it was delivered, the environment in which the act took place (extrinsic) and then how these aspects fit to their particular dynamics, mechanistics and conformation in thought framework (intrinsic).
Selfishly, I must admit I love teaching as it helps my own process in learning and understanding. The furthest away i.e. the less knowledgeable the person is from the subject, the more accurate measure of my understanding in that subject. Sometimes I like to explain something very specific about my research to people who could not be more outside of the area, and not only it would help by demonstrating the level to which i understand the subject; asking them for their opinion on the matter can lead to the most helpful resource you can ever use - a key and a lock to your own mind.

p.s. that was indeed very corny, I do apologise

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About the lesson

  • SPM
  • Form 6
  • STPM
  • +3
  • levels :

    SPM

    Form 6

    STPM

    Adult education

    Bachelor

    Masters

  • English

All languages in which the lesson is available :

English

My teaching method is ultimately based on taking the time in observing the structure and modulation in the student's thought process to tailor the delivery of the content in question.
Being a very calm, patient individual, I am more than happy to answer any questions and spend however long to make sure that the content is indeed truly understood and digested by the student. Furthermore, I am hugely analytical by nature and any suggestion that an aspect may be unclear to the student will immediately drive me to to dig however deeply is necessary to identify and clarify that aspect, however discrete it may be.
Upon request, I can additionally:
-> help the student explore the subject further by either developing a highly specific, applied workflow/plan and/or practical implications (depending on each case);
-> provide tailored, well-structured notes prior to the lesson to facilitate a more streamlined experience.


4 years experience teaching undergraduate level medical & life sciences students in:
-molecular and cell biology;
-genetics & epigenetics
-biochemistry
-pharmacology;
-pathophysiology;
-anatomy;
-systems neuroscience;
-differential diagnosis and treatment;
-logic, reasoning and argumentation;
-scientific method, science communication,
-ethics in research;
-philosophy of knowledge, hermenutics, epistemology.

7 years experience in tutoring GCSE and A leve students in:
-organic chemistry
-human biology
-physics
-geometry, trigonometry, differential ecuations;
-art history.

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Rates

Rate

  • RM218

Pack rates

  • 5h: RM1088
  • 10h: RM2177

online

  • RM190/h

Travel

  • + RM50

Details

Proof of payment for particular travel cost will be provided to the student for reimbursement on up to £50 of costs (any cost of travel above will be covered by me).

Due to the current public health situation, lessons are only available online for the time being. Exceptions apply if the student's particular circumstances would significantly hinder the quality of the session unless delivered in an in-person format; in this scenario, I require proof of a NEGATIVE Lateral Flow SARS-CoV-2 Antigen Test taken up to 24 hours and no later than 12 hours before the start of the session - I will, naturally, provide the student with this information as well; furthermore, depending on weather condition and location, sessions may be suggested to take place outdoors (social distancing, NO masks) or indoors (both social distancing AND masks required, unless student can demonstrate a valid exemption certificate).

Lesson structure* (60 minutes total):
1. setting the tone by providing a brief overview of the context and listing general aspects to be covered (5 min)
2. aspects covered (generally in order of chronology/specificity) (45 min)
3. summary/quiz on concepts discussed (5 min)
4. questions and/or open discussion (5 min)
**5. application/further plan (5 min)
* lesson structure is variable depending on each student***, particular content and student's specific requests;
**extra time - no charge;

***first lesson structure:
0. meeting and observing student's thought process and cascade (15 min)
1. set the tone by providing a brief overview of the context and listing general aspects to be covered (2 min)
2. aspects covered (generally in order of chronology/specificity) (35 min)
3. summary/quiz on concepts discussed (3 min)
4. questions and/or open discussion (5 min)
**5. application/further plan (5 min)

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