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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. Driven by the mentor’s teaching needs
b. A trusting, safe relationship
c. Future-oriented
d. Centered on learning
a. Brainstorm process skills to be used
b. Be able to narrow ideas
c. Be able to evaluate resources used
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. Critical
b. Authentic
c. Friendly
d. Easy to talk to
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. 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. Rigidity, autonomy, and collaboration
b. Flexibility, autonomy, and collaboration
c. Flexibility, control, and predictability
d. Rigidity, control, and collaboration
a. Become complacent
b. Stop trying new things
c. Become infused with energy and enthusiasm
d. No longer need a mentor
a. Brainstorming
b. Decision making
c. Evaluating
d. All of the above
a. Time
b. Information and technology
c. Other creative people
d. All of the above
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. 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. The Develop-Profit Theory
b. The Analyze-Create Theory
c. The Understand-Apply Theory
d. The Expectancy-Value Theory
a. Preparing
b. Establishing Agreements
c. Facilitating Learning
d. Coming to Closure
a. Parent-directed
b. Facilitated
c. Self-directed
d. All of the above
a. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
a. Limit conversations to pre-determined meeting spaces
b. Ask probing questions instead of telling or assuming meaning
c. Use your time well
d. Check in and check things out
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. Planning to teach critical inquiry skills
b. Taking advantage of teachable moments
c. Both a and b
d. Neither a nor b
a. It demonstrates value for each individual.
b. It raises your mentee's confidence.
c. It removes barriers for learning.
d. All of the above.
a. Multiple means of engagement
b. Multiple means of representation
c. Multiple means of creation
d. Multiple means of action and expression
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. They set a good example.
b. Their values and behaviors align.
c. They keep a professional detachment.
d. Others want to emulate their behaviors and wisdom.
a. Help set the meeting agendas
b. Facilitate setting the goals and outcomes to be achieved by the group
c. Facilitate setting the goals and outcomes to be achieved by each group member
d. All of the above
a. Understand your motivation.
b. Get comfortable with mentoring skills.
c. Both a and b
d. Neither a nor b
a. Behaviors
b. Example
c. Wisdom
d. All of the above
a. Wonder
b. Evaluate
c. Connect
d. Reflect
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. 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. Emphasize good listening skills
b. Create challenges for the mentee that may be too difficult to complete
c. Demonstrate empathy with the mentee with the challenges faced throughout the innovation process
d. Guide the mentee to reflect on the innovation process afterwards

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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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