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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. Tell your mentee what is required for the two of you to work well together
b. Provide lots of encouragement rather than constructive feedback so as not to dispirit the mentee
c. Talk about a time when you had to face a similar challenge or develop a similar project and what you did to handle it
d. Let your mentee know that you plan on giving them feedback when you are disappointed in their performance.
a. Ignore stress
b. Cut corners
c. Experience quicker learning
d. Need less encouragement
a. Wasting time searching for answers
b. Rethinking a plan
c. Correcting mistakes
d. All of the above
a. In person meetings
b. Skype calls
c. Email
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. Listen for facts and feelings
b. Be aware of your own emotional response
c. Listen for what is really meant versus what is said
d. Let others interrupt.
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. Confidence
b. Attention
c. Satisfaction
d. Relevance
a. Value the learning challenge
b. Believe or expect that he or she can be successful at achieving a challenge
c. Both a and b
d. Neither a nor b
a. Mentoring relationships often fail.
b. Mentoring relationships often succeed.
c. Mentees can be more independent.
d. Mentors find mentoring satisfying.
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. Cautious
b. Empathetic
c. Good listener
d. Respectful
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. Brainstorming an "elevator pitch"
b. Playing Devil's advocate
c. Watching an inspiring young innovator clip
d. All of the above
a. School librarians teach inquiry skills and technology skills that young innovators need to be successful
b. School librarians foster the imagination, curiosity, and creativity of their students through storytelling and information problem solving activities
c. With often rigid schedules, school librarians put a priority on just-in-case learning, rather than just-in-time learning.
d. School libraries often have the resources required to create innovation spaces for students to express their creativity and innovative ideas
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. 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. Brainstorming
b. Decision making
c. Evaluating
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. Ground rules
b. Being prepared
c. Committing to check-ins
d. Laying an educational foundation
a. Irregular communication
b. Lack of progress and accountability
c. Unrealistic expectations
d. Failure to evaluate the relationship and act on feedback
a. Altruistic goals
b. Monetary goals
c. Egotistical goals
d. Self-appreciative goals
a. Remembering
b. Understanding
c. Analyzing
d. Applying
a. Growth and development
b. Knowledge and thinking
c. Both a and b
d. Neither a nor b
a. They should learn how to respect and treat others.
b. They should have a higher standard for themselves and their work.
c. They should be more willing to follow what you tell them.
d. They should gain confidence and enthusiasm
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. 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. Cause your mentee to feel unwanted
b. Establish negative boundaries
c. Prevent problems and reduce false assumptions
d. None of the above
a. Share your own stories or something unique and interesting about yourself
b. Allow the mentee to rely on your ideas and advice rather than their own
c. Find areas of common ground where you share points of interest
d. Ask your mentee about a time when they had to face a similar challenge or difficulty and what they did to handle it
a. Provide feedback to your mentee
b. Take any concerns you may have to the mentee’s parents or teacher first
c. Treat mentoring as a reflective practice
d. Share what you are learning from the mentoring relationship

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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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