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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. Wasting time searching for answers
b. Rethinking a plan
c. Correcting mistakes
d. All of the above
a. Brainstorming
b. Decision making
c. Evaluating
d. All of the above
a. Make mentoring a two-way commitment.
b. Share personal stories, successes, and challenges.
c. Let you know that you are learning from him/her at the same time he/she is learning from you.
d. All of the above.
a. When they are completely off track or rambling.
b. When they are interrupting someone else.
c. When they are dominating.
d. All of the above.
a. Both the mentor and the mentee
b. The mentor
c. The mentee
d. Neither the mentor nor the mentee
a. Beginning
b. Middle
c. End
d. All of the above
a. Lack of trust, unclear goals.
b. Failure to build/work at strengthening a relationship and irregular communication
c. The ages of the mentor and mentee and lack of a meeting space in the library.
d. Untested assumptions and poor use of time
a. Development of a meaningful relationship
b. Personal satisfaction
c. Affirmation of flaws in his/her mentoring approach
d. Strengthening of mentoring, leadership, and interpersonal skills
a. Past-directed
b. Present-directed
c. Future-directed
d. All of the above
a. Affluent Schools
b. High needs schools
c. Both affluent and high needs schools
d. Neither affluent nor high needs schools
a. Take charge and tell your mentee what they should do.
b. Be fully present and give your undivided attention.
c. Show appreciation and demonstrate basic civility.
d. Fulfill your promises and commitments.
a. Intend to listen, Concentrate, Interrupt for clarification, Maintain eye contact
b. Concentrate, Check for understanding, Repeat often, Use memory aids
c. Intend to listen, Concentrate, Check for understanding, Use memory aids
d. Concentrate, Interrupt for clarification, Repeat often, Maintain eye contact
a. Come prepared to a mentoring session.
b. Have mentees bring treats to mentoring sessions.
c. Meet with your mentee regularly.
d. Remember that mentoring is a reflective practice.
a. True, mentoring is a one-way commitment of mentor to mentee.
b. False, mentoring is a three-way commitment of mentor, mentee, and the mentee's teacher.
c. False, mentoring is a two-way commitment between mentor and mentee.
d. False, mentoring is a one-way commitment of mentee to mentor.
a. Curiosity
b. Creativity
c. Storytelling
d. Entrepreneurship
a. Check in at the end of the each meeting to gauge the satisfaction level of your
b. Avoid revisiting ground rules that have already been established
c. Revisit your ground rules from time to time to see if they are still in play
d. Review the project goals and discuss your mutual satisfaction with progress
a. Application, Recreation, Consequence, Significance
b. Attention, Relevance, Confidence, Satisfaction
c. Assurance, Relevance, Consequence, Satisfaction
d. Approval, Recreation, Confidence, Self-reliance
a. Creating a clearly described connection to the learning by the instructor or mentor
b. Collaborating with the mentee’s classroom teacher to tie in learning standards and the general curriculum
c. Pointing out how many choices the mentee has during the process by identifying a personally-relevant problem to solve
d. All of the above
a. They can infer judgement of your mentee.
b. They can intimidate your mentee.
c. Both A and B.
d. Neither A nor B.
a. Slower learning
b. Lowered self-confidence
c. More stress
d. Encouragement
a. Brainstorm process skills to be used
b. Be able to narrow ideas
c. Be able to evaluate resources used
d. All of the above
a. Build confidence and competence to ask questions
b. Accept defeat
c. Avoid taking risks
d. Never pursue new ideas
a. A model based on a learning theory called dynamism
b. A framework for K-12 benchmark skills and assessments
c. A foundation of skills needed by young innovators to formulate their questions and explore their ideas
d. The New York State information literacy standards
a. Prepare
b. Establish Agreements
c. Facilitate Learning
d. Come to Closure
a. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
a. Set the stage for feedback
b. Ask questions of the mentee to determine how and when to give feedback
c. Prepare for feedback
d. All of the above
a. Focus
b. Energy
c. Purpose
d. All of the above
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. Restating what has been said before responding.
b. Interrupting the speaker before they are finished.
c. Watching for body language and other indicators of mood.
d. Seeking clarification when something is unclear.
a. Hard work
b. Innovation
c. External awards or rewards
d. Presentation skills

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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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