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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. Critical
b. Authentic
c. Friendly
d. Easy to talk to
a. It helps your mentee complete their work.
b. You are building a deep trusting bond with your mentee.
c. It creates a good impression for outside viewers.
d. You can avoid conflict with your mentee.
a. Encourages your mentee to confidently speak up, ask questions, and even challenge your ideas
b. Promotes a sense of security that enables your mentee to feel secure enough to fully engage in the relationship
c. Breaks down barriers and demonstrates that you are approachable and real
d. All of the above
a. Intend to listen, Concentrate, Interrupt for clarification, Maintain eye contact
b. Concentrate, Check for understanding, Repeat often, Use memory aids
c. Intend to listen, Concentrate, Check for understanding, Use memory aids
d. Concentrate, Interrupt for clarification, Repeat often, Maintain eye contact
a. facilitators, active participants
b. sages, students
c. authority figures, passive receivers
d. None of the above
a. In person meetings
b. Skype calls
c. Email
d. All of the above
a. Past-directed
b. Present-directed
c. Future-directed
d. All of the above
a. Stress and pitfalls
b. Needing a safety net
c. Solutions and strategies to identified problems
d. Finding a role model
a. The process of mentoring
b. The outcome of mentoring
c. The purpose of mentoring
d. All of the above
a. Brainstorming
b. Decision making
c. Evaluating
d. All of the above
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. Approachable and Reflective
b. Respect and Good listener
c. Empathy and Positive role model
d. Reflective and Good listener
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. The purpose, process, and product of mentoring
b. How you engage in mentoring
c. The benchmark for success
d. All of the above
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. Interrogative
b. Getting to Know You
c. Discovery
d. None 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. Provide input and feedback
b. Can be used as an excuse to fail
c. Lower the risk of making a mistake
d. Both a and c
a. Teacher
b. Mentor
c. Boss
d. Guide
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. Curiosity
b. Creativity
c. Storytelling
d. Entrepreneurship
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. 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. Planning to teach critical inquiry skills
b. Taking advantage of teachable moments
c. Both a and b
d. Neither a nor b
a. Application, Recreation, Consequence, Significance
b. Attention, Relevance, Confidence, Satisfaction
c. Assurance, Relevance, Consequence, Satisfaction
d. Approval, Recreation, Confidence, Self-reliance
a. Lack of skilled, committed mentors
b. Excessive time spent with the same person
c. Lack of trust
d. Untested assumptions
a. Cautious
b. Empathetic
c. Good listener
d. Respectful
a. Both the mentor and the mentee
b. The mentor
c. The mentee
d. Neither the mentor nor the mentee
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. Guide, teacher, and role model
b. Role model, coach, and adviser
c. Teacher, helper, and facilitator
d. Helper, Advisor, and Coach

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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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