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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. Connect, Wonder, Investigate, Construct, Express, and Reflect
b. Connect, Wonder, Analyze, Construct, Express, and Reflect
c. Connect, Wonder, Investigate, Create, Express, and Reflect
d. Connect, Investigate, Create, Construct, Express, and Reflect
a. Slower learning
b. Lowered self-confidence
c. More stress
d. Encouragement
a. The Develop-Profit Theory
b. The Analyze-Create Theory
c. The Understand-Apply Theory
d. The Expectancy-Value Theory
a. Groups of young innovators are taught together
b. Young innovators do not have adult mentors in school or at home
c. There is more than one school librarian at a school
d. The district hosts an annual invention convention
a. Counseling
b. Mentoring
c. Teaching
d. Coaching
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. At around 3rd grade, children’s curiosity and creativity increases drastically
b. At around 3rd grade, children’s curiosity and creativity decreases drastically
c. At around 3rd grade, children’s curiosity increases drastically
d. At around 3rd grade, children’s creativity increases drastically
a. Wasting time searching for answers
b. Rethinking a plan
c. Correcting mistakes
d. All of the above
a. Encourages your mentee to confidently speak up, ask questions, and even challenge your ideas
b. Promotes a sense of security that enables your mentee to feel secure enough to fully engage in the relationship
c. Breaks down barriers and demonstrates that you are approachable and real
d. All of the above
a. Share your personal stories, success, and challenges
b. Value, learn from, and appreciate your mentee’s innovative ideas and creations
c. Use real-life challenges and situations as “teachable” moments
d. Check out your assumptions when in doubt about what is going on with your mentee
e. All of the above
a. Is novel
b. Has utility
c. Is accepted by others
d. Is implemented by others
e. All of the above
a. The mentor
b. The mentee
c. The library and school
d. All of the above
a. A highly focused conversation about the specific learning derived from the mentoring experience
b. A very general conversation about the overall learning derived from the mentoring experience
c. A highly focused conversation about the overall learning derived from the mentoring experience
d. A very general conversation about all of the specific learning derived from the mentoring experience
a. Mentoring Agreement
b. Letter to the student
c. Guidebook
d. Verbal contract
a. Brainstorming
b. Decision making
c. Evaluating
d. All of the above
a. Identify what the mentee is going to learn
b. Debrief what the mentee took away from the experience
c. Both a and b
d. Neither a nor b
a. The mentee’s interests
b. The mentee’s innovation successes
c. The mentee’s challenges and failures
d. All of the above
a. Provide input and feedback
b. Can be used as an excuse to fail
c. Lower the risk of making a mistake
d. Both a and c
a. Respect raises your mentee’s confidence
b. Respect removes barriers for learning
c. Respect creates energy and enthusiasm for work
d. Respect sets a low bar of expectations that is easier to meet
a. Both the mentor and the mentee
b. The mentor
c. The mentee
d. Neither the mentor nor the mentee
a. Structure
b. Support Mechanisms
c. Open communication
d. all of the above
a. Teacher
b. Mentor
c. Boss
d. Guide
a. Past-directed
b. Present-directed
c. Future-directed
d. All of the above
a. Adaptability and ability to manage complexity
b. Self-directedness
c. Risk-taking behavior
d. Higher order thinking skills
e. All of the above
a. Emphasize good listening skills
b. Create challenges for the mentee that may be too difficult to complete
c. Demonstrate empathy with the mentee with the challenges faced throughout the innovation process
d. Guide the mentee to reflect on the innovation process afterwards
a. Mentoring takes place only one-on-one
b. Mentoring is an organic relationship
c. Mentoring develops many soft skills
d. Mentoring focuses on development intangibles, such as confidence and presence
a. Critical
b. Authentic
c. Friendly
d. Easy to talk to
a. Personal satisfaction, opportunity to share wisdom, and reaffirmation of your approach
b. Expanded perspectives, new ideas and insights, and a strengthening of interpersonal skills
c. Both a and b
d. Neither a nor b
a. Preparing
b. Establishing Agreements
c. Facilitating Learning
d. Coming to Closure
a. Value the learning challenge
b. Believe or expect that he or she can be successful at achieving a challenge
c. Both a and b
d. Neither a nor b

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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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