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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. Interrogative
b. Getting to Know You
c. Discovery
d. None of the Above
a. Affluent Schools
b. High needs schools
c. Both affluent and high needs schools
d. Neither affluent nor high needs schools
a. The Inquiry Process Model
b. The Information Fluency Continuum (IFC)
c. The ARCS Model of Motivational Design
d. All of the above
a. Benjamin Bloom
b. North Central Regional Educational Laboratory (NCREL)
c. Small, Costa, and Rothwell
d. Barbara Stripling
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. 3
b. 5
c. 7
d. 9
a. A willingness to answer questions
b. A safe environment in which people could agree or disagree
c. A clear hierarchy between mentors and mentees
d. A mutual feeling of trust and respect
a. Guide, teacher, and role model
b. Role model, coach, and adviser
c. Teacher, helper, and facilitator
d. Helper, Advisor, and Coach
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. Share your own stories or something unique and interesting about yourself
b. Allow the mentee to rely on your ideas and advice rather than their own
c. Find areas of common ground where you share points of interest
d. Ask your mentee about a time when they had to face a similar challenge or difficulty and what they did to handle it
a. In person meetings
b. Skype calls
c. Email
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. Focuses on career issues and providing emotional support
b. Focuses on boosting performance
c. Focuses on development intangibles
d. None of the above
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. 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. Remembering
b. Understanding
c. Analyzing
d. Applying
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. 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. Establishing Agreements
b. Preparing
c. Facilitating Learning
d. Coming to Closure
a. Keep a journal of your thoughts and progress.
b. Create lists and memory aids.
c. Reflect on your habits and performance.
d. Accommodate for your mentee's comments and opinions.
a. Both the mentor and the mentee
b. The mentor
c. The mentee
d. Neither the mentor nor the mentee
a. Generation of new ideas
b. Well-established guidelines
c. Tolerance for mistakes
d. Innovation mentoring
a. All members get to know each other.
b. You and they set the ground rules.
c. Trust is established across all team members and with you.
d. All of the above
a. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
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. The process of mentoring
b. The outcome of mentoring
c. The purpose of mentoring
d. All of the above
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. Learning, trust-based, partnership, goal-focused, and development
b. Trust-based, individuality, goal-focused, and development
c. Partnership, project-focused, development, and learning
d. Trust-based, individuality, project-focused, learning and development
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. Teacher
b. Mentor
c. Boss
d. Guide

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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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