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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. Counseling
b. Coaching
c. Teaching
d. Mentoring
a. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
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. 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. 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. 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. Wonder
b. Evaluate
c. Connect
d. Reflect
a. Centered on learning
b. Focused on growth and development
c. Future-oriented
d. All of the above
a. Wasting time searching for answers
b. Rethinking a plan
c. Correcting mistakes
d. All of the above
a. Concentrate on concepts the mentee has already learned
b. Consist of clear, concise directions from the mentor
c. Take place during pre-determined sets of time
d. Be transparent and based on trust
a. Focus
b. Energy
c. Purpose
d. All of the above
a. Become complacent
b. Stop trying new things
c. Become infused with energy and enthusiasm
d. No longer need a mentor
a. Use “but” instead of “and”
b. Be specific and descriptive
c. Don’t be judgmental or defensive
d. Be respectful of different perspectives
a. The purpose, process, and product of mentoring
b. How you engage in mentoring
c. The benchmark for success
d. All of the above
a. Beginning, development, and product
b. Beginning, middle, and end
c. Purpose, process, and product
d. Origin, development, and result
a. Relate to participants’ real issues and concerns
b. Allow time for participants to integrate and reflect on information
c. Respect individual unique needs and cultural differences
d. Show flexibility and openness to new ideas
e. All of the above
a. Cause your mentee to feel unwanted
b. Establish negative boundaries
c. Prevent problems and reduce false assumptions
d. None of the above
a. Stress and pitfalls
b. Needing a safety net
c. Solutions and strategies to identified problems
d. Finding a role model
a. Approachable and Reflective
b. Respect and Good listener
c. Empathy and Positive role model
d. Reflective and Good listener
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. 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. 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. In person meetings
b. Skype calls
c. Email
d. All of the above
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. 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. 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. 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. Mentoring Agreement
b. Letter to the student
c. Guidebook
d. Verbal contract
a. Both the mentor and the mentee
b. The mentor
c. The mentee
d. Neither the mentor nor the mentee
a. Mentoring relationships often fail.
b. Mentoring relationships often succeed.
c. Mentees can be more independent.
d. Mentors find mentoring satisfying.

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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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