Back to home page
Blog

|

Register

|

Login

|

About Us

|

Contact Us
Menu
« Training Home
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. True, the Inquiry Process Model is a cyclical model where the learner can enter the process at any point based on prior learning.
b. True, the Inquiry Process Model is a linear model where the learner can enter the process at any point based on prior learning.
c. False, the Inquiry Process Model is a linear model where the learner must enter the process from the beginning, regardless of prior learning.
d. False, the Inquiry Process Model is a cyclical model where the learner must enter the process from the beginning, regardless of prior learning.
a. Planning to teach critical inquiry skills
b. Taking advantage of teachable moments
c. Both a and b
d. Neither a nor b
a. Appropriate “short cuts”
b. Productivity strategies
c. Tips for effective time management
d. All of the above
a. Cause your mentee to feel unwanted
b. Establish negative boundaries
c. Prevent problems and reduce false assumptions
d. None of the above
a. Both mentor and mentee share the passion for the mentee’s innovation project.
b. Both mentor and mentee share a passion for learning throughout the process.
c. Both mentor and mentee create the innovation together.
d. Both a & b
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. Counseling
b. Coaching
c. Teaching
d. Mentoring
a. Commit everything to memory
b. Check for understanding
c. Concentrate
d. Intend to listen
a. Prepare
b. Establish Agreements
c. Facilitate Learning
d. Come to Closure
a. Critical
b. Authentic
c. Friendly
d. Easy to talk to
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. Curiosity
b. Creativity
c. Storytelling
d. Entrepreneurship
a. In person meetings
b. Skype calls
c. Email
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. Encourage them to follow others
b. Avoid assigning readings or discussion questions
c. Hold your mentee accountable for commitments
d. Set easily attainable standards
a. Everyone has a voice in the process.
b. Determining immediately who has the best ideas.
c. Identify the resources they might use ahead of time.
d. Determining if an idea costs too much as soon as it is suggested.
a. Past-directed
b. Present-directed
c. Future-directed
d. All of the above
a. Limit conversations to pre-determined meeting spaces
b. Ask probing questions instead of telling or assuming meaning
c. Use your time well
d. Check in and check things out
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. Demonstrating a high level of motivation
b. Receiving appropriate awards
c. Achieving innovation goals
d. All of the above
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. 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. Adaptability and ability to manage complexity
b. Self-directedness
c. Risk-taking behavior
d. Higher order thinking skills
e. All of the above
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. 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. A highly focused conversation about the specific learning derived from the mentoring experience
b. A no-fault conversation focusing on both the process and the content of the learning
c. Both a and b
d. Neither a nor b
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. Irregular communication
b. Lack of progress and accountability
c. Unrealistic expectations
d. Failure to evaluate the relationship and act on feedback
a. Preparing
b. Establishing Agreements
c. Facilitating Learning
d. Coming to Closure
a. 3
b. 5
c. 7
d. 9

Please Register or Login

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.

 

CMS