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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. Prepare
b. Establish Agreements
c. Facilitate Learning
d. Come to Closure
a. True, the Inquiry Process Model is a cyclical model where the learner can enter the process at any point based on prior learning.
b. True, the Inquiry Process Model is a linear model where the learner can enter the process at any point based on prior learning.
c. False, the Inquiry Process Model is a linear model where the learner must enter the process from the beginning, regardless of prior learning.
d. False, the Inquiry Process Model is a cyclical model where the learner must enter the process from the beginning, regardless of prior learning.
a. Stress and pitfalls
b. Needing a safety net
c. Solutions and strategies to identified problems
d. Finding a role model
a. A highly focused conversation about the specific learning derived from the mentoring experience
b. A no-fault conversation focusing on both the process and the content of the learning
c. Both a and b
d. Neither a nor b
a. Teacher
b. Mentor
c. Boss
d. Guide
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. Behaviors
b. Example
c. Wisdom
d. All of the above
a. Driven by the mentor’s teaching needs
b. A trusting, safe relationship
c. Future-oriented
d. Centered on learning
a. Curiosity
b. Creativity
c. Storytelling
d. Entrepreneurship
a. facilitators, active participants
b. sages, students
c. authority figures, passive receivers
d. None of the above
a. Critical
b. Authentic
c. Friendly
d. Easy to talk to
a. Multiple means of engagement
b. Multiple means of representation
c. Multiple means of creation
d. Multiple means of action and expression
a. Plan the specific topic to discuss
b. Build in check-ins and feedback
c. Both a and b
d. Neither a nor b
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. Slower learning
b. Lowered self-confidence
c. More stress
d. Encouragement
a. Hard work
b. Innovation
c. External awards or rewards
d. Presentation skills
a. Parent-directed
b. Facilitated
c. Self-directed
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. Past-directed
b. Present-directed
c. Future-directed
d. All of the above
a. Centered on learning
b. Focused on growth and development
c. Future-oriented
d. All of the above
a. Rigidity, autonomy, and collaboration
b. Flexibility, autonomy, and collaboration
c. Flexibility, control, and predictability
d. Rigidity, control, and collaboration
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. One or more brainstorming sessions
b. Opportunities to refine and research ideas
c. Determine who will do what
d. All of the above
a. Mentoring relationships often fail.
b. Mentoring relationships often succeed.
c. Mentees can be more independent.
d. Mentors find mentoring satisfying.
a. Lack of skilled, committed mentors
b. Excessive time spent with the same person
c. Lack of trust
d. Untested assumptions
a. Take charge and tell your mentee what they should do.
b. Be fully present and give your undivided attention.
c. Show appreciation and demonstrate basic civility.
d. Fulfill your promises and commitments.
a. A learning partnership where mentor and mentee work individually to achieve specific, mutually defined goals that focus on developing the mentee’s skills, abilities, knowledge, and thinking
b. A learning partnership where mentor and mentee work together to achieve specific, mutually defined goals that focus on developing the mentee’s skills, abilities, knowledge, and thinking
c. A learning partnership where mentor and mentee work together to achieve specific, mutually defined goals that focus on developing the mentor’s skills, abilities, knowledge, and thinking
d. A learning partnership where mentor and mentee work together to achieve more general, individually defined goals that focus on developing the mentee’s skills, abilities, knowledge, and thinking
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. A safety net
b. Improved job prospects
c. New skills
d. Improved jo prospects
a. Planning to teach critical inquiry skills
b. Taking advantage of teachable moments
c. Both a and b
d. Neither a nor 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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