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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. facilitators, active participants
b. sages, students
c. authority figures, passive receivers
d. None of the above
a. Interrogative
b. Getting to Know You
c. Discovery
d. None of the Above
a. Both the mentor and the mentee
b. The mentor
c. The mentee
d. Neither the mentor nor the mentee
a. The purpose, process, and product of mentoring
b. How you engage in mentoring
c. The benchmark for success
d. All of the above
a. Ruth Small
b. Rosabeth Kanter
c. Susan Harter
d. Benjamin Bloom
a. Altruistic goals
b. Monetary goals
c. Egotistical goals
d. Self-appreciative goals
a. Counseling
b. Mentoring
c. Teaching
d. Coaching
a. 3
b. 5
c. 7
d. 9
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. 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. The Inquiry Process Model
b. The Information Fluency Continuum (IFC)
c. The ARCS Model of Motivational Design
d. All of the above
a. Demonstrating a high level of motivation
b. Receiving appropriate awards
c. Achieving innovation goals
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. 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. Parent-directed
b. Facilitated
c. Self-directed
d. All of the above
a. Time
b. Information and technology
c. Other creative people
d. All of the above
a. Wasting time searching for answers
b. Rethinking a plan
c. Correcting mistakes
d. All of the above
a. True, mentoring is a one-way commitment of mentor to mentee.
b. False, mentoring is a three-way commitment of mentor, mentee, and the mentee's teacher.
c. False, mentoring is a two-way commitment between mentor and mentee.
d. False, mentoring is a one-way commitment of mentee to mentor.
a. Ground rules
b. Being prepared
c. Committing to check-ins
d. Laying an educational foundation
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. 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. Staying on track with your mentee
b. Starting a closure conversation
c. Delivering effective feedback
d. Facilitating mentee learning
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. Multiple means of engagement
b. Multiple means of representation
c. Multiple means of creation
d. Multiple means of action and expression
a. Commit everything to memory
b. Check for understanding
c. Concentrate
d. Intend to listen
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. Motivates
b. Inspires
c. Supports learning and developing
d. All of the above
a. Pursue one idea at a time
b. Develop the capability, confidence and competence to explore
c. Take risks
d. Develop a willingness to fail and learn from failure
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. 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

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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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