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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. 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. Make mentoring a two-way commitment.
b. Share personal stories, successes, and challenges.
c. Let you know that you are learning from him/her at the same time he/she is learning from you.
d. All of the above.
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. Use real-life challenges and situations as “teachable moments.”
b. Act on your assumptions about what is going on with your mentee.
c. Let your mentee know the value of what you each bring to the table.
d. Both a & c
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. 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. Curiosity
b. Creativity
c. Storytelling
d. Entrepreneurship
a. Lack of or poor use of time
b. Lack of progress and accountability
c. Too much communication
d. Both a & b
a. Keep track of what you say and do as a mentor
b. Record your impact on your mentee’s innovation process
c. Document what you are learning from the experience
d. All of the above
a. Understanding, Remembering, Applying, Analyzing, Evaluating, Creating
b. Remembering, Understanding, Analyzing, Applying, Creating, Evaluating,
c. Remembering, Understanding, Applying, Analyzing, Evaluating, Creating
d. Remembering, Understanding, Applying, Analyzing, Creating, Evaluating
a. The mentee’s interests
b. The mentee’s innovation successes
c. The mentee’s challenges and failures
d. All of the above
a. Mentors
b. Mentees
c. Your library and school
d. All of the above
a. Establishing Agreements
b. Preparing
c. Facilitating Learning
d. Coming to Closure
a. A safe and nurturing environment to explore and be creative without fear of assessment
b. Better grades
c. A perfect attendance record
d. None 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. 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. Preparing
b. Establishing Agreements
c. Facilitating Learning
d. Coming to Closure
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. Approachable and Reflective
b. Respect and Good listener
c. Empathy and Positive role model
d. Reflective and Good listener
a. Take risks
b. Pursue new ideas
c. Accept defeat
d. Ask questions and explore
a. Multiple means of engagement
b. Multiple means of representation
c. Multiple means of creation
d. Multiple means of action and expression
a. Ask probing questions
b. Set up relatively easy tasks
c. Engage in discussion
d. Provide authentic problem solving experiences
a. Lack of skilled, committed mentors
b. Excessive time spent with the same person
c. Lack of trust
d. Untested assumptions
a. Share your personal stories, success, and challenges
b. Value, learn from, and appreciate your mentee’s innovative ideas and creations
c. Use real-life challenges and situations as “teachable” moments
d. Check out your assumptions when in doubt about what is going on with your mentee
e. All of the above
a. Brainstorming an "elevator pitch"
b. Playing Devil's advocate
c. Watching an inspiring young innovator clip
d. All of the above
a. The Inquiry Process Model
b. The Information Fluency Continuum (IFC)
c. The ARCS Model of Motivational Design
d. All of the above
a. Slower learning
b. Lowered self-confidence
c. More stress
d. Encouragement
a. Mentoring relationships often fail.
b. Mentoring relationships often succeed.
c. Mentees can be more independent.
d. Mentors find mentoring satisfying.
a. Tony Wagner
b. Barbara Stripling
c. John Keller
d. Rosabeth Kantor
a. Plan the specific topic to discuss
b. Build in check-ins and feedback
c. Both a and b
d. Neither a nor b

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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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