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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 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. Mentoring relationships often fail.
b. Mentoring relationships often succeed.
c. Mentees can be more independent.
d. Mentors find mentoring satisfying.
a. Understand your motivation.
b. Get comfortable with mentoring skills.
c. Both a and b
d. Neither a nor b
a. Affluent Schools
b. High needs schools
c. Both affluent and high needs schools
d. Neither affluent nor high needs schools
a. Interrogative
b. Getting to Know You
c. Discovery
d. None of the Above
a. Everyone has a voice in the process.
b. Determining immediately who has the best ideas.
c. Identify the resources they might use ahead of time.
d. Determining if an idea costs too much as soon as it is suggested.
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. The process of mentoring
b. The outcome of mentoring
c. The purpose of mentoring
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. Relate to participants’ real issues and concerns
b. Allow time for participants to integrate and reflect on information
c. Respect individual unique needs and cultural differences
d. Show flexibility and openness to new ideas
e. All of the above
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. Is novel
b. Has utility
c. Is accepted by others
d. Is implemented by others
e. All of the above
a. Limit conversations to pre-determined meeting spaces
b. Ask probing questions instead of telling or assuming meaning
c. Use your time well
d. Check in and check things out
a. Approachable and Reflective
b. Respect and Good listener
c. Empathy and Positive role model
d. Reflective and Good listener
a. Specific, Money, Artsy, Relevant, Today
b. Specific, Measurable, Achievable, Relevant, Timely
c. Streamlined, Measurable, Achievement, Rested, Trendy
d. Sustainable, Modifiable, Accessible, Relevant, Topical
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. Centered on learning
b. Focused on growth and development
c. Future-oriented
d. All of the above
a. facilitators, active participants
b. sages, students
c. authority figures, passive receivers
d. None of the above
a. Generation of new ideas
b. Well-established guidelines
c. Tolerance for mistakes
d. Innovation mentoring
a. Staying on track with your mentee
b. Starting a closure conversation
c. Delivering effective feedback
d. Facilitating mentee learning
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. 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. Driven by the mentor’s teaching needs
b. A trusting, safe relationship
c. Future-oriented
d. Centered on learning
a. Mentoring Agreement
b. Letter to the student
c. Guidebook
d. Verbal contract
a. Beginning
b. Middle
c. End
d. All of the above
a. Lack of skilled, committed mentors
b. Excessive time spent with the same person
c. Lack of trust
d. Untested assumptions
a. Learning, trust-based, partnership, goal-focused, and development
b. Trust-based, individuality, goal-focused, and development
c. Partnership, project-focused, development, and learning
d. Trust-based, individuality, project-focused, learning and development
a. The mentor
b. The mentee
c. The library and school
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.

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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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