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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. Critical
b. Authentic
c. Friendly
d. Easy to talk to
a. They share the workload.
b. They contribute their individual strengths to the project.
c. They share a common passion and vision.
d. All of the above.
a. Build confidence and competence to ask questions
b. Accept defeat
c. Avoid taking risks
d. Never pursue new ideas
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. Mentoring Agreement
b. Letter to the student
c. Guidebook
d. Verbal contract
a. Learning something in case you might need it sometime.
b. Learning something about telling time.
c. Learning something just at the time you need it.
d. Learning something that you might not ever use.
a. Appropriate “short cuts”
b. Productivity strategies
c. Tips for effective time management
d. All of the above
a. Planning to teach critical inquiry skills
b. Taking advantage of teachable moments
c. Both a and b
d. Neither a nor b
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. Creating a clearly described connection to the learning by the instructor or mentor
b. Collaborating with the mentee’s classroom teacher to tie in learning standards and the general curriculum
c. Pointing out how many choices the mentee has during the process by identifying a personally-relevant problem to solve
d. All of the above
a. Determine if his/her idea is original
b. Understand what materials will be needed to create the innovation or model.
c. Test the innovation with target users.
d. All of the above
a. Support, tests, feedback, and opportunities to develop an innovative vision
b. Support, tests, feedback, and opportunities to present their learning
c. Support, challenges, feedback, and opportunities to develop an innovative vision
d. Support, challenges, feedback, and opportunities to present their learning
a. It helps your mentee complete their work.
b. You are building a deep trusting bond with your mentee.
c. It creates a good impression for outside viewers.
d. You can avoid conflict with your mentee.
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. 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 prefer to work alone.
b. They prefer to work in a group of 3-5.
c. The responses were mixed.
d. They preferred to work with only one other person.
a. Ask probing questions
b. Set up relatively easy tasks
c. Engage in discussion
d. Provide authentic problem solving experiences
a. Identify what the mentee is going to learn
b. Debrief what the mentee took away from the experience
c. Both a and b
d. Neither a nor b
a. Cause your mentee to feel unwanted
b. Establish negative boundaries
c. Prevent problems and reduce false assumptions
d. None of the above
a. Remembering
b. Understanding
c. Analyzing
d. Applying
a. Learning is more effective when it is relevant and timely
b. It is not necessary to reinforce learning through application
c. Mentees want practical tips and tools that they can apply quickly
d.Mentees have an inherent desire to prove themselves to their mentor
a. At around 3rd grade, children’s curiosity and creativity increases drastically
b. At around 3rd grade, children’s curiosity and creativity decreases drastically
c. At around 3rd grade, children’s curiosity increases drastically
d. At around 3rd grade, children’s creativity increases drastically
a. Application, Recreation, Consequence, Significance
b. Attention, Relevance, Confidence, Satisfaction
c. Assurance, Relevance, Consequence, Satisfaction
d. Approval, Recreation, Confidence, Self-reliance
a. Understanding, Remembering, Applying, Analyzing, Evaluating, Creating
b. Remembering, Understanding, Analyzing, Applying, Creating, Evaluating,
c. Remembering, Understanding, Applying, Analyzing, Evaluating, Creating
d. Remembering, Understanding, Applying, Analyzing, Creating, Evaluating
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. Generation of new ideas
b. Well-established guidelines
c. Tolerance for mistakes
d. Innovation mentoring
a. Hand-holding
b. Formal teaching
c. Shadowing
d. All of the above
a. Is novel
b. Has utility
c. Is accepted by others
d. Is implemented by others
e. All of the above
a. Preparing
b. Establishing Agreements
c. Facilitating Learning
d. Coming to Closure

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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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