Back to home page
Blog

|

Register

|

Login

|

About Us

|

Contact Us
Menu
« Training Home
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. Take risks
b. Pursue new ideas
c. Accept defeat
d. Ask questions and explore
a. Interrogative
b. Getting to Know You
c. Discovery
d. None of the Above
a. When you listen, your mentee is more likely to listen to you.
b. You learn about your mentee's needs and concerns.
c. It diffuses potential conflict.
d. All of the above.
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. Starting, Establishing Agreements, Facilitating Learning and Coming to an End
b. Preparing, Establishing Learning, Facilitating Closure and Coming to Agreements
c. Preparing, Establishing Agreements, Facilitating Learning and Coming to Closure
d. Starting, Establishing Learning, Facilitating Closure, and Coming to
a. Curiosity, Invention, Entrepreneurship
b. Innovation, Entrepreneurship, Profitability
c. Creativity, Innovation, Entrepreneurship
d. Creativity, Invention, Entrepreneurship
a. Check in at the end of the each meeting to gauge the satisfaction level of your
b. Avoid revisiting ground rules that have already been established
c. Revisit your ground rules from time to time to see if they are still in play
d. Review the project goals and discuss your mutual satisfaction with progress
a. The mentor
b. The mentee
c. The library and school
d. All of the above
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. Hard work
b. Innovation
c. External awards or rewards
d. Presentation skills
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. Past-directed
b. Present-directed
c. Future-directed
d. All of the above
a. Every mentee trusts in the same way, at the same speed
b. You do not need to trust the mentee for them to trust you
c. Trust must be continuously worked at
d. A mentoring relationship does not require trust
a. Centered on learning
b. Focused on growth and development
c. Future-oriented
d. All of the above
a. Tony Wagner
b. Barbara Stripling
c. John Keller
d. Rosabeth Kantor
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
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. Prepare
b. Establish Agreements
c. Facilitate Learning
d. Come to Closure
a. Behaviors
b. Example
c. Wisdom
d. All of the above
a. Tell your mentee what is required for the two of you to work well together
b. Provide lots of encouragement rather than constructive feedback so as not to dispirit the mentee
c. Talk about a time when you had to face a similar challenge or develop a similar project and what you did to handle it
d. Let your mentee know that you plan on giving them feedback when you are disappointed in their performance.
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. Generation of new ideas
b. Well-established guidelines
c. Tolerance for mistakes
d. Innovation mentoring
a. Time
b. Information and technology
c. Other creative people
d. All of the above
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. Preparing
b. Establishing Agreements
c. Facilitating Learning
d. Coming to Closure
a. Counseling
b. Coaching
c. Teaching
d. Mentoring
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. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
a. Slower learning
b. Lowered self-confidence
c. More stress
d. Encouragement
a. Ask probing questions
b. Set up relatively easy tasks
c. Engage in discussion
d. Provide authentic problem solving experiences

Please Register or Login

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.

 

CMS