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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. Altruistic goals
b. Monetary goals
c. Egotistical goals
d. Self-appreciative goals
a. Make mentoring a two-way commitment.
b. Share personal stories, successes, and challenges.
c. Let you know that you are learning from him/her at the same time he/she is learning from you.
d. All of the above.
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. 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. facilitators, active participants
b. sages, students
c. authority figures, passive receivers
d. None of the above
a. Focuses on career issues and providing emotional support
b. Focuses on boosting performance
c. Focuses on development intangibles
d. None of the above
a. 3
b. 5
c. 7
d. 9
a. Establishing Agreements
b. Preparing
c. Facilitating Learning
d. Coming to Closure
a. Multiple means of engagement
b. Multiple means of representation
c. Multiple means of creation
d. Multiple means of action and expression
a. A greater emphasis on the importance of the school librarian within the school community
b. Other teachers are educated about the activities/lessons/resources that are available, leading to a more teacher/librarian collaboration
c. A substantial increase in the financial support of the school library
d. The role of the library is redefined, allowing the library to break away from its traditionally viewed services
a. Cautious
b. Empathetic
c. Good listener
d. Respectful
a. Past-directed
b. Present-directed
c. Future-directed
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. Stress and pitfalls
b. Needing a safety net
c. Solutions and strategies to identified problems
d. Finding a role model
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. True, mentoring is a one-way commitment of mentor to mentee.
b. False, mentoring is a three-way commitment of mentor, mentee, and the mentee's teacher.
c. False, mentoring is a two-way commitment between mentor and mentee.
d. False, mentoring is a one-way commitment of mentee to mentor.
a. Self-directed by the mentee
b. Directed by the mentor
c. A collaboration between mentor and mentee
d. Directed by the mentee’s parents
a. Celebrate the achievement of goals
b. Look for meaningful ways to celebrate what you’ve accomplished
c. Include opportunities to express appreciation as part of the celebration
d. All of the above
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. It can be overbearing
b. It inhibits the mentee from taking risks
c. It can create too intimate of a relationship between mentor and mentee
d. The mentee may feel too comfortable and become complacent
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. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
a. Beginning
b. Middle
c. End
d. All of the above
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. Provide feedback to your mentee
b. Take any concerns you may have to the mentee’s parents or teacher first
c. Treat mentoring as a reflective practice
d. Share what you are learning from the mentoring relationship
a. Share your personal stories, success, and challenges
b. Value, learn from, and appreciate your mentee’s innovative ideas and creations
c. Use real-life challenges and situations as “teachable” moments
d. Check out your assumptions when in doubt about what is going on with your mentee
e. All of the above
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. Personal satisfaction, opportunity to share wisdom, and reaffirmation of your approach
b. Expanded perspectives, new ideas and insights, and a strengthening of interpersonal skills
c. Both a and b
d. Neither a nor b
a. Concentrate on concepts the mentee has already learned
b. Consist of clear, concise directions from the mentor
c. Take place during pre-determined sets of time
d. Be transparent and based on trust
a. Motivates
b. Inspires
c. Supports learning and developing
d. All 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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