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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. Centered on learning
b. Focused on growth and development
c. Future-oriented
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. 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. 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. Focus
b. Energy
c. Purpose
d. All of the above
a. Interrogative
b. Getting to Know You
c. Discovery
d. None of the Above
a. Rigidity, autonomy, and collaboration
b. Flexibility, autonomy, and collaboration
c. Flexibility, control, and predictability
d. Rigidity, control, and collaboration
a. A highly focused conversation about the specific learning derived from the mentoring experience
b. A very general conversation about the overall learning derived from the mentoring experience
c. A highly focused conversation about the overall learning derived from the mentoring experience
d. A very general conversation about all of the specific learning derived from the mentoring experience
a. The process of mentoring
b. The outcome of mentoring
c. The purpose of mentoring
d. All of the above
a. Connect, Wonder, Investigate, Construct, Express, and Reflect
b. Connect, Wonder, Analyze, Construct, Express, and Reflect
c. Connect, Wonder, Investigate, Create, Express, and Reflect
d. Connect, Investigate, Create, Construct, Express, and Reflect
a. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
a. Brainstorming
b. Decision making
c. Evaluating
d. All of the above
a. Commit everything to memory
b. Check for understanding
c. Concentrate
d. Intend to listen
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. Staying on track with your mentee
b. Starting a closure conversation
c. Delivering effective feedback
d. Facilitating mentee learning
a. Altruistic goals
b. Monetary goals
c. Egotistical goals
d. Self-appreciative goals
a. Affluent Schools
b. High needs schools
c. Both affluent and high needs schools
d. Neither affluent nor high needs schools
a. Pay attention to your facial expressions
b. Make eye contact frequently
c. Be available for your mentee whenever possible
d. Greet your mentee enthusiastically
e. 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. Mentoring relationships often fail.
b. Mentoring relationships often succeed.
c. Mentees can be more independent.
d. Mentors find mentoring satisfying.
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. 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. Establishing Agreements
b. Preparing
c. Facilitating Learning
d. Coming to Closure
a. Application, Recreation, Consequence, Significance
b. Attention, Relevance, Confidence, Satisfaction
c. Assurance, Relevance, Consequence, Satisfaction
d. Approval, Recreation, Confidence, Self-reliance
a. Understand your motivation.
b. Get comfortable with mentoring skills.
c. Both a and b
d. Neither a nor b
a. Having a warm and friendly expression
b. Establishing certain times in your schedule that you’re available
c. Expressing enthusiasm
d. Asking questions without judgement or threats
a. Build confidence and competence to ask questions
b. Accept defeat
c. Avoid taking risks
d. Never pursue new ideas
a. Behaviors
b. Example
c. Wisdom
d. All of the above
a. Come prepared to a mentoring session.
b. Have mentees bring treats to mentoring sessions.
c. Meet with your mentee regularly.
d. Remember that mentoring is a reflective practice.
a. Lack of or poor use of time
b. Lack of progress and accountability
c. Too much communication
d. Both a & b

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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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