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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. Is novel
b. Has utility
c. Is accepted by others
d. Is implemented by others
e. All of the above
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. Counseling
b. Mentoring
c. Teaching
d. Coaching
a. Demonstrating a high level of motivation
b. Receiving appropriate awards
c. Achieving innovation goals
d. All of the above
a. The mentee’s interests
b. The mentee’s innovation successes
c. The mentee’s challenges and failures
d. All of the above
a. When they are completely off track or rambling.
b. When they are interrupting someone else.
c. When they are dominating.
d. All of the above.
a. All members get to know each other.
b. You and they set the ground rules.
c. Trust is established across all team members and with you.
d. All of the above
a. Establishing Agreements
b. Preparing
c. Facilitating Learning
d. Coming to Closure
a. Tony Wagner
b. Barbara Stripling
c. John Keller
d. Rosabeth Kantor
a. The Inquiry Process Model
b. The Information Fluency Continuum (IFC)
c. The ARCS Model of Motivational Design
d. All of the above
a. Mentors and mentees
b. Mentors only
c. Mentees only
d. No one benefits
a. Centered on learning
b. Focused on growth and development
c. Future-oriented
d. All of the above
a. Build confidence and competence to ask questions
b. Accept defeat
c. Avoid taking risks
d. Never pursue new ideas
a. Preparing
b. Establishing Agreements
c. Facilitating Learning
d. Coming to Closure
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. Come prepared to mentoring sessions
b. Spend sufficient time getting to know your mentee
c. Allow the mentee to determine what schedule would be best
d. Meet with your mentee regularly
a. The Develop-Profit Theory
b. The Analyze-Create Theory
c. The Understand-Apply Theory
d. The Expectancy-Value Theory
a. Interrogative
b. Getting to Know You
c. Discovery
d. None of the Above
a. Appropriate “short cuts”
b. Productivity strategies
c. Tips for effective time management
d. All of the above
a. Creating a clearly described connection to the learning by the instructor or mentor
b. Collaborating with the mentee’s classroom teacher to tie in learning standards and the general curriculum
c. Pointing out how many choices the mentee has during the process by identifying a personally-relevant problem to solve
d. All of the above
a. Keep a journal of your thoughts and progress.
b. Create lists and memory aids.
c. Reflect on your habits and performance.
d. Accommodate for your mentee's comments and opinions.
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. Past-directed
b. Present-directed
c. Future-directed
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 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. Cause your mentee to feel unwanted
b. Establish negative boundaries
c. Prevent problems and reduce false assumptions
d. None of the above
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. 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. 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. Focuses on career issues and providing emotional support
b. Focuses on boosting performance
c. Focuses on development intangibles
d. None 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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