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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. Be established as part of the school’s or library’s vision
b. Be determined by the mentee’s parents
c. Be utilized uniformly across each mentoring relationship
d. Be determined through collaboration between the mentor and mentee
a. Support, tests, feedback, and opportunities to develop an innovative vision
b. Support, tests, feedback, and opportunities to present their learning
c. Support, challenges, feedback, and opportunities to develop an innovative vision
d. Support, challenges, feedback, and opportunities to present their learning
a. Both the mentor and the mentee
b. The mentor
c. The mentee
d. Neither the mentor nor the mentee
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. 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. Ruth Small
b. Rosabeth Kanter
c. Susan Harter
d. Benjamin Bloom
a. Critical
b. Authentic
c. Friendly
d. Easy to talk to
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. Prepare
b. Establish Agreements
c. Facilitate Learning
d. Come to Closure
a. Wonder
b. Evaluate
c. Connect
d. Reflect
a. They prefer to work alone.
b. They prefer to work in a group of 3-5.
c. The responses were mixed.
d. They preferred to work with only one other person.
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. Always answer questions to the best of your ability, even if you don’t know the answer
b. Make it about them.
c. Let your mentee know how they are doing
d. When giving feedback, start on a positive note
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. Approachable and Reflective
b. Respect and Good listener
c. Empathy and Positive role model
d. Reflective and Good listener
a. Growth and development
b. Knowledge and thinking
c. Both a and b
d. Neither a nor b
a. Guide, teacher, and role model
b. Role model, coach, and adviser
c. Teacher, helper, and facilitator
d. Helper, Advisor, and Coach
a. Counseling
b. Coaching
c. Teaching
d. Mentoring
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. Lack of skilled, committed mentors
b. Excessive time spent with the same person
c. Lack of trust
d. Untested assumptions
a. Commit everything to memory
b. Check for understanding
c. Concentrate
d. Intend to listen
a. Remembering
b. Understanding
c. Analyzing
d. Applying
a. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
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. 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. 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. Lack of or poor use of time
b. Lack of progress and accountability
c. Too much communication
d. Both a & b
a. Curiosity, Invention, Entrepreneurship
b. Innovation, Entrepreneurship, Profitability
c. Creativity, Innovation, Entrepreneurship
d. Creativity, Invention, Entrepreneurship
a. Build confidence and competence to ask questions
b. Accept defeat
c. Avoid taking risks
d. Never pursue new ideas

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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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