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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. Rigidity, autonomy, and collaboration
b. Flexibility, autonomy, and collaboration
c. Flexibility, control, and predictability
d. Rigidity, control, and collaboration
a. Having a warm and friendly expression
b. Establishing certain times in your schedule that you’re available
c. Expressing enthusiasm
d. Asking questions without judgement or threats
a. Show your frustration to garner results.
b. Find a way to communicate your message without showing your feelings.
c. Skip the session and move on.
d. Give your mentee the answers to continue more easily.
a. Beginning
b. Middle
c. End
d. All of the above
a. Concentrate on concepts the mentee has already learned
b. Consist of clear, concise directions from the mentor
c. Take place during pre-determined sets of time
d. Be transparent and based on trust
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. Brainstorming an "elevator pitch"
b. Playing Devil's advocate
c. Watching an inspiring young innovator clip
d. All of the above
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. Guide, teacher, and role model
b. Role model, coach, and adviser
c. Teacher, helper, and facilitator
d. Helper, Advisor, and Coach
a. Self-directed by the mentee
b. Directed by the mentor
c. A collaboration between mentor and mentee
d. Directed by the mentee’s parents
a. Mentoring relationships often fail.
b. Mentoring relationships often succeed.
c. Mentees can be more independent.
d. Mentors find mentoring satisfying.
a. facilitators, active participants
b. sages, students
c. authority figures, passive receivers
d. None of the above
a. When you don't agree with your mentee.
b. When you are afraid you will forget your point.
c. When you want to show your mentee they are wrong.
d. All of the above.
a. Beginning, development, and product
b. Beginning, middle, and end
c. Purpose, process, and product
d. Origin, development, and result
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. Affluent Schools
b. High needs schools
c. Both affluent and high needs schools
d. Neither affluent nor high needs schools
a. Counseling
b. Coaching
c. Teaching
d. Mentoring
a. Provide feedback to your mentee
b. Take any concerns you may have to the mentee’s parents or teacher first
c. Treat mentoring as a reflective practice
d. Share what you are learning from the mentoring relationship
a. Focus
b. Energy
c. Purpose
d. All of the above
a. Come prepared to mentoring sessions
b. Spend sufficient time getting to know your mentee
c. Allow the mentee to determine what schedule would be best
d. Meet with your mentee regularly
a. Planning to teach critical inquiry skills
b. Taking advantage of teachable moments
c. Both a and b
d. Neither a nor b
a. Keep track of what you say and do as a mentor
b. Record your impact on your mentee’s innovation process
c. Document what you are learning from the experience
d. All of the above
a. Confidence
b. Attention
c. Satisfaction
d. Relevance
a. Ignore stress
b. Cut corners
c. Experience quicker learning
d. Need less encouragement
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. 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. 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. Benjamin Bloom
b. North Central Regional Educational Laboratory (NCREL)
c. Small, Costa, and Rothwell
d. Barbara Stripling
a. Creativity
b. Flexibility
c. Sustainability
d. All of the above
a. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians

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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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