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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. Cautious
b. Empathetic
c. Good listener
d. Respectful
a. Ignore stress
b. Cut corners
c. Experience quicker learning
d. Need less encouragement
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. You need to help them determine team and individual goals.
b. You need to help them determine team goals only.
c. You need to help them determine individual goals only.
d. You need to tell them what goals they should be achieving.
a. Mentors and mentees
b. Mentors only
c. Mentees only
d. No one benefits
a. Remembering
b. Understanding
c. Analyzing
d. Applying
a. Application, Recreation, Consequence, Significance
b. Attention, Relevance, Confidence, Satisfaction
c. Assurance, Relevance, Consequence, Satisfaction
d. Approval, Recreation, Confidence, Self-reliance
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. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
a. Guide, teacher, and role model
b. Role model, coach, and adviser
c. Teacher, helper, and facilitator
d. Helper, Advisor, and Coach
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. Cautious, positive role model, good with deadlines, respect, good listener, reflective
b. Approachable, empathy, positive role model, respect, good listener, reflective
c. Approachable, professional, empathy, respect, good listener, speculative
d. Cautious, professional, empathy, positive role model, good listener, reflective
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. Altruistic goals
b. Monetary goals
c. Egotistical goals
d. Self-appreciative goals
a. Understand your motivation.
b. Get comfortable with mentoring skills.
c. Both a and b
d. Neither a nor b
a. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
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. They share the workload.
b. They contribute their individual strengths to the project.
c. They share a common passion and vision.
d. All of the above.
a. Commit everything to memory
b. Check for understanding
c. Concentrate
d. Intend to listen
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. A learning partnership where mentor and mentee work individually to achieve specific, mutually defined goals that focus on developing the mentee’s skills, abilities, knowledge, and thinking
b. A learning partnership where mentor and mentee work together to achieve specific, mutually defined goals that focus on developing the mentee’s skills, abilities, knowledge, and thinking
c. A learning partnership where mentor and mentee work together to achieve specific, mutually defined goals that focus on developing the mentor’s skills, abilities, knowledge, and thinking
d. A learning partnership where mentor and mentee work together to achieve more general, individually defined goals that focus on developing the mentee’s skills, abilities, knowledge, and thinking
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. 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. When you listen, your mentee is more likely to listen to you.
b. You learn about your mentee's needs and concerns.
c. It diffuses potential conflict.
d. All of the above.
a. Starting, Establishing Agreements, Facilitating Learning and Coming to an End
b. Preparing, Establishing Learning, Facilitating Closure and Coming to Agreements
c. Preparing, Establishing Agreements, Facilitating Learning and Coming to Closure
d. Starting, Establishing Learning, Facilitating Closure, and Coming to
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. Counseling
b. Mentoring
c. Teaching
d. Coaching
a. Curiosity
b. Creativity
c. Storytelling
d. Entrepreneurship
a. Rigidity, autonomy, and collaboration
b. Flexibility, autonomy, and collaboration
c. Flexibility, control, and predictability
d. Rigidity, control, and collaboration
a. Check to see if your feedback was helpful
b. End each session on a positive note
c. State what is getting in the way, as a perception, not a fact
d. Ask how they want to address the problem

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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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