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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. 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. 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. 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. Come prepared to mentoring sessions
b. Spend sufficient time getting to know your mentee
c. Allow the mentee to determine what schedule would be best
d. Meet with your mentee regularly
a. 5% from the Web, 75% from school librarians, 20% from other sources
b. 75% from the Web, 5% from school librarians, 20% from other sources
c. 20% from the Web, 5% from school librarians, 75% from other sources
d. 75% from the Web, 25% from other sources, 0% from school librarians
a. Groups of young innovators are taught together
b. Young innovators do not have adult mentors in school or at home
c. There is more than one school librarian at a school
d. The district hosts an annual invention convention
a. Stress and pitfalls
b. Needing a safety net
c. Solutions and strategies to identified problems
d. Finding a role model
a. Hand-holding
b. Formal teaching
c. Shadowing
d. All of the above
a. Mentors and mentees
b. Mentors only
c. Mentees only
d. No one benefits
a. Interrogative
b. Getting to Know You
c. Discovery
d. None 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. 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. Value the learning challenge
b. Believe or expect that he or she can be successful at achieving a challenge
c. Both a and b
d. Neither a nor b
a. Structure
b. Support Mechanisms
c. Open communication
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. Hard work
b. Innovation
c. External awards or rewards
d. Presentation skills
a. When you don't agree with your mentee.
b. When you are afraid you will forget your point.
c. When you want to show your mentee they are wrong.
d. All of the above.
a. The innovator must seek a market for the new product or service
b. The innovation must be accepted or adopted by others as a result of active dissemination
c. Both a and b
d. Neither a nor b
a. Always answer questions to the best of your ability, even if you don’t know the answer
b. Make it about them.
c. Let your mentee know how they are doing
d. When giving feedback, start on a positive note
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. Tony Wagner
b. Barbara Stripling
c. John Keller
d. Rosabeth Kantor
a. Prepare
b. Establish Agreements
c. Facilitate Learning
d. Come to Closure
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
Directed only towards students with ASD
Directed towards students with ASD, but open to all
Directed towards teenagers
Just like traditional storytimes
a. facilitators, active participants
b. sages, students
c. authority figures, passive receivers
d. None of the above
a. Support, tests, feedback, and opportunities to develop an innovative vision
b. Support, tests, feedback, and opportunities to present their learning
c. Support, challenges, feedback, and opportunities to develop an innovative vision
d. Support, challenges, feedback, and opportunities to present their learning
a. At the start of the relationship
b. After the relationship has been established
c. When your mentoring is complete
d. When your mentee has issues or concerns
a. Use “but” instead of “and”
b. Be specific and descriptive
c. Don’t be judgmental or defensive
d. Be respectful of different perspectives
a. Wonder
b. Evaluate
c. Connect
d. Reflect
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

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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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