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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. Approachable and Reflective
b. Respect and Good listener
c. Empathy and Positive role model
d. Reflective and Good listener
a. Use “but” instead of “and”
b. Be specific and descriptive
c. Don’t be judgmental or defensive
d. Be respectful of different perspectives
a. Mentoring Agreement
b. Letter to the student
c. Guidebook
d. Verbal contract
a. Beginning, development, and product
b. Beginning, middle, and end
c. Purpose, process, and product
d. Origin, development, and result
a. The innovator must seek a market for the new product or service
b. The innovation must be accepted or adopted by others as a result of active dissemination
c. Both a and b
d. Neither a nor b
a. Time
b. Information and technology
c. Other creative people
d. All of the above
a. One or more brainstorming sessions
b. Opportunities to refine and research ideas
c. Determine who will do what
d. All of the above
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
a. Wonder
b. Evaluate
c. Connect
d. Reflect
a. Counseling
b. Mentoring
c. Teaching
d. Coaching
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. Mentors and mentees
b. Mentors only
c. Mentees only
d. No one benefits
a. Help set the meeting agendas
b. Facilitate setting the goals and outcomes to be achieved by the group
c. Facilitate setting the goals and outcomes to be achieved by each group member
d. All of the above
a. Appropriate “short cuts”
b. Productivity strategies
c. Tips for effective time management
d. All of the above
a. At the beginning of your relationship.
b. In the middle of your relationship.
c. At the end of your relationship.
d. Throughout your relationship.
a. It demonstrates value for each individual.
b. It raises your mentee's confidence.
c. It removes barriers for learning.
d. All of the above.
a. Generation of new ideas
b. Well-established guidelines
c. Tolerance for mistakes
d. Innovation mentoring
a. Behaviors
b. Example
c. Wisdom
d. All of the above
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. 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. Creativity
b. Flexibility
c. Sustainability
d. All of the above
a. Application, Recreation, Consequence, Significance
b. Attention, Relevance, Confidence, Satisfaction
c. Assurance, Relevance, Consequence, Satisfaction
d. Approval, Recreation, Confidence, Self-reliance
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. At the start of the relationship
b. After the relationship has been established
c. When your mentoring is complete
d. When your mentee has issues or concerns
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. Confidence
b. Attention
c. Satisfaction
d. Relevance
a. Mentoring relationships often fail.
b. Mentoring relationships often succeed.
c. Mentees can be more independent.
d. Mentors find mentoring satisfying.
a. Teacher
b. Mentor
c. Boss
d. Guide
a. School librarians reach every child in the school
b. School librarians often have flexible schedules to accommodate just-in-time learning
c. School librarians collaborate with STEM teachers and other educators in their schools and districts
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

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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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