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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. 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. Build confidence and competence to ask questions
b. Accept defeat
c. Avoid taking risks
d. Never pursue new ideas
a. Staying on track with your mentee
b. Starting a closure conversation
c. Delivering effective feedback
d. Facilitating mentee learning
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. Focus
b. Energy
c. Purpose
d. All of the above
a. Confidence
b. Attention
c. Satisfaction
d. Relevance
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. Understand your motivation.
b. Get comfortable with mentoring skills.
c. Both a and b
d. Neither a nor b
a. Multiple means of engagement
b. Multiple means of representation
c. Multiple means of creation
d. Multiple means of action and expression
a. Prepare
b. Establish Agreements
c. Facilitate Learning
d. Come to Closure
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. Both the mentor and the mentee
b. The mentor
c. The mentee
d. Neither the mentor nor the mentee
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. Application, Recreation, Consequence, Significance
b. Attention, Relevance, Confidence, Satisfaction
c. Assurance, Relevance, Consequence, Satisfaction
d. Approval, Recreation, Confidence, Self-reliance
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. Both mentor and mentee share the passion for the mentee’s innovation project.
b. Both mentor and mentee share a passion for learning throughout the process.
c. Both mentor and mentee create the innovation together.
d. Both a & b
a. Mentoring relationships often fail.
b. Mentoring relationships often succeed.
c. Mentees can be more independent.
d. Mentors find mentoring satisfying.
a. Counseling
b. Coaching
c. Teaching
d. Mentoring
a. The mentee’s interests
b. The mentee’s innovation successes
c. The mentee’s challenges and failures
d. All of the above
a. Appropriate “short cuts”
b. Productivity strategies
c. Tips for effective time management
d. All of the above
a. 3
b. 5
c. 7
d. 9
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. Curiosity
b. Creativity
c. Storytelling
d. Entrepreneurship
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. 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. 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. True, emotions need to be the priority, even before learning.
b. False, while a relationship is important, mentor's should avoid addressing issues other than learning
c. False, a mentor should be sensitive to their mentee's feelings without those feelings undermining the mentee's learning.
d. False, the mentoring relationship should concentrate solely on learning
a. Beginning, development, and product
b. Beginning, middle, and end
c. Purpose, process, and product
d. Origin, development, and result
a. Altruistic goals
b. Monetary goals
c. Egotistical goals
d. Self-appreciative goals
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

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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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