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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. Benjamin Bloom
b. North Central Regional Educational Laboratory (NCREL)
c. Small, Costa, and Rothwell
d. Barbara Stripling
a. Demonstrating a high level of motivation
b. Receiving appropriate awards
c. Achieving innovation goals
d. All of the above
a. Behaviors
b. Example
c. Wisdom
d. All of the above
a. Help set the meeting agendas
b. Facilitate setting the goals and outcomes to be achieved by the group
c. Facilitate setting the goals and outcomes to be achieved by each group member
d. All of the above
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. Motivates
b. Inspires
c. Supports learning and developing
d. All of the above
a. Driven by the mentor’s teaching needs
b. A trusting, safe relationship
c. Future-oriented
d. Centered on learning
a. Brainstorming
b. Decision making
c. Evaluating
d. All of the above
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. Mentoring relationships often fail.
b. Mentoring relationships often succeed.
c. Mentees can be more independent.
d. Mentors find mentoring satisfying.
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. Build confidence and competence to ask questions
b. Accept defeat
c. Avoid taking risks
d. Never pursue new ideas
a. Hard work
b. Innovation
c. External awards or rewards
d. Presentation skills
a. Become complacent
b. Stop trying new things
c. Become infused with energy and enthusiasm
d. No longer need a mentor
a. Multiple means of engagement
b. Multiple means of representation
c. Multiple means of creation
d. Multiple means of action and expression
a. Learning something in case you might need it sometime.
b. Learning something about telling time.
c. Learning something just at the time you need it.
d. Learning something that you might not ever use.
a. Restating what has been said before responding.
b. Interrupting the speaker before they are finished.
c. Watching for body language and other indicators of mood.
d. Seeking clarification when something is unclear.
a. They can infer judgement of your mentee.
b. They can intimidate your mentee.
c. Both A and B.
d. Neither A nor B.
a. Generation of new ideas
b. Well-established guidelines
c. Tolerance for mistakes
d. Innovation mentoring
a. Mentors and mentees
b. Mentors only
c. Mentees only
d. No one benefits
a. Mentors
b. Mentees
c. Your library and school
d. All of the above
a. Parent-directed
b. Facilitated
c. Self-directed
d. All of the above
a. Plan the specific topic to discuss
b. Build in check-ins and feedback
c. Both a and b
d. Neither a nor b
a. Confidence
b. Attention
c. Satisfaction
d. Relevance
a. Establishing Agreements
b. Preparing
c. Facilitating Learning
d. Coming to Closure
Directed only towards students with ASD
Directed towards students with ASD, but open to all
Directed towards teenagers
Just like traditional storytimes
a. Development of a meaningful relationship
b. Personal satisfaction
c. Affirmation of flaws in his/her mentoring approach
d. Strengthening of mentoring, leadership, and interpersonal skills
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. Beginning, development, and product
b. Beginning, middle, and end
c. Purpose, process, and product
d. Origin, development, and result
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.

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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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