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Initial Assessment
Introduction Initial Assessment Module 1: The Promise and Potential of Mentoring Module 2: What is Mentoring? Module 3: The Predictable Cycle of Mentoring Module 4: Qualities of an Effective Mentor Module 5: Mentoring Young Innovators: Learning and Motivation Module 6: Mentoring Tips Final Assessment

Initial Assessment

a. Irregular communication
b. Lack of progress and accountability
c. Unrealistic expectations
d. Failure to evaluate the relationship and act on feedback
a. Relate to participants’ real issues and concerns
b. Allow time for participants to integrate and reflect on information
c. Respect individual unique needs and cultural differences
d. Show flexibility and openness to new ideas
e. All of the above
a. Planning to teach critical inquiry skills
b. Taking advantage of teachable moments
c. Both a and b
d. Neither a nor b
a. True, emotions need to be the priority, even before learning.
b. False, while a relationship is important, mentor's should avoid addressing issues other than learning
c. False, a mentor should be sensitive to their mentee's feelings without those feelings undermining the mentee's learning.
d. False, the mentoring relationship should concentrate solely on learning
a. Mentoring Agreement
b. Letter to the student
c. Guidebook
d. Verbal contract
a. Check to see if your feedback was helpful
b. End each session on a positive note
c. State what is getting in the way, as a perception, not a fact
d. Ask how they want to address the problem
a. It can be overbearing
b. It inhibits the mentee from taking risks
c. It can create too intimate of a relationship between mentor and mentee
d. The mentee may feel too comfortable and become complacent
a. School librarians teach inquiry skills and technology skills that young innovators need to be successful
b. School librarians foster the imagination, curiosity, and creativity of their students through storytelling and information problem solving activities
c. With often rigid schedules, school librarians put a priority on just-in-case learning, rather than just-in-time learning.
d. School libraries often have the resources required to create innovation spaces for students to express their creativity and innovative ideas
a. Celebrate the achievement of goals
b. Look for meaningful ways to celebrate what you’ve accomplished
c. Include opportunities to express appreciation as part of the celebration
d. All of the above
a. Mentors
b. Mentees
c. Your library and school
d. All of the above
a. Driven by the mentor’s teaching needs
b. A trusting, safe relationship
c. Future-oriented
d. Centered on learning
a. Both the mentor and the mentee
b. The mentor
c. The mentee
d. Neither the mentor nor the mentee
a. A willingness to answer questions
b. A safe environment in which people could agree or disagree
c. A clear hierarchy between mentors and mentees
d. A mutual feeling of trust and respect
a. Hand-holding
b. Formal teaching
c. Shadowing
d. All of the above
a. Wonder
b. Evaluate
c. Connect
d. Reflect
a. Pay attention to your facial expressions
b. Make eye contact frequently
c. Be available for your mentee whenever possible
d. Greet your mentee enthusiastically
e. All of the above
a. Help set the meeting agendas
b. Facilitate setting the goals and outcomes to be achieved by the group
c. Facilitate setting the goals and outcomes to be achieved by each group member
d. All of the above
a. Application, Recreation, Consequence, Significance
b. Attention, Relevance, Confidence, Satisfaction
c. Assurance, Relevance, Consequence, Satisfaction
d. Approval, Recreation, Confidence, Self-reliance
a. Determine if his/her idea is original
b. Understand what materials will be needed to create the innovation or model.
c. Test the innovation with target users.
d. All of the above
a. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
a. Build confidence and competence to ask questions
b. Accept defeat
c. Avoid taking risks
d. Never pursue new ideas
a. They set a good example.
b. Their values and behaviors align.
c. They keep a professional detachment.
d. Others want to emulate their behaviors and wisdom.
a. Past-directed
b. Present-directed
c. Future-directed
d. All of the above
a. Approachable and Reflective
b. Respect and Good listener
c. Empathy and Positive role model
d. Reflective and Good listener
a. Writing lesson plans
b. Leadership
c. Coaching
d. Interpersonal
a. Unreasonable amount of work assigned
b. Failure to build and work at strengthening a relationship
c. Unclear goals
d. Lack of or poor use of time
a. Learning is more effective when it is relevant and timely
b. It is not necessary to reinforce learning through application
c. Mentees want practical tips and tools that they can apply quickly
d.Mentees have an inherent desire to prove themselves to their mentor
a. Parent-directed
b. Facilitated
c. Self-directed
d. All of the above
a. Mentoring relationships often fail.
b. Mentoring relationships often succeed.
c. Mentees can be more independent.
d. Mentors find mentoring satisfying.
a. Focuses on career issues and providing emotional support
b. Focuses on boosting performance
c. Focuses on development intangibles
d. None of the above

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The Innovation Destination

 

The Innovation Destination was designed and evaluated by a team from the Center for Digital Literacy at the School of Information Studies, Syracuse University and developed by Data Momentum Inc, in partnership with the Connecticut Invention Convention, By Kids for Kids, New York On Tech, and over 70 school librarians and young innovators.

This site has been serving the youth invention community from 2015 - present.

 

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