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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. Counseling
b. Mentoring
c. Teaching
d. Coaching
a. Behaviors
b. Example
c. Wisdom
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. Creativity
b. Flexibility
c. Sustainability
d. All of the above
a. At around 3rd grade, children’s curiosity and creativity increases drastically
b. At around 3rd grade, children’s curiosity and creativity decreases drastically
c. At around 3rd grade, children’s curiosity increases drastically
d. At around 3rd grade, children’s creativity increases drastically
a. Hard work
b. Innovation
c. External awards or rewards
d. Presentation skills
a. Mentors and mentees
b. Mentors only
c. Mentees only
d. No one benefits
a. Curiosity, Invention, Entrepreneurship
b. Innovation, Entrepreneurship, Profitability
c. Creativity, Innovation, Entrepreneurship
d. Creativity, Invention, Entrepreneurship
a. In person meetings
b. Skype calls
c. Email
d. All of the above
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. 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. 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. 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. Affluent Schools
b. High needs schools
c. Both affluent and high needs schools
d. Neither affluent nor high needs schools
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. 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. Demonstrating a high level of motivation
b. Receiving appropriate awards
c. Achieving innovation goals
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. Mentoring Agreement
b. Letter to the student
c. Guidebook
d. Verbal contract
a. Ruth Small
b. Rosabeth Kanter
c. Susan Harter
d. Benjamin Bloom
a. Mentors and mentees identify learning goals individually right from the start and review them throughout the mentoring relationship.
b. Mentors and mentees identify learning goals collaboratively right from the start and review them throughout the mentoring relationship.
c. Mentors and mentees identify learning goals collaboratively right from the start and review them at the end of the mentoring relationship.
d. Mentors and mentees identify learning goals individually right from the start and review them at the end of the mentoring relationship.
a. Benjamin Bloom
b. North Central Regional Educational Laboratory (NCREL)
c. Small, Costa, and Rothwell
d. Barbara Stripling
a. Unreasonable amount of work assigned
b. Failure to build and work at strengthening a relationship
c. Unclear goals
d. Lack of or poor use of time
a. Appropriate “short cuts”
b. Productivity strategies
c. Tips for effective time management
d. All of the above
a. A model based on a learning theory called dynamism
b. A framework for K-12 benchmark skills and assessments
c. A foundation of skills needed by young innovators to formulate their questions and explore their ideas
d. The New York State information literacy standards
a. You need to help them determine team and individual goals.
b. You need to help them determine team goals only.
c. You need to help them determine individual goals only.
d. You need to tell them what goals they should be achieving.
a. Wasting time searching for answers
b. Rethinking a plan
c. Correcting mistakes
d. All of the above
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. Respect raises your mentee’s confidence
b. Respect removes barriers for learning
c. Respect creates energy and enthusiasm for work
d. Respect sets a low bar of expectations that is easier to meet
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.

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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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