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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. Why they want to be mentored
b. What they need to learn
c. What you can do to help them
d. All of the above
a. Lack of or poor use of time
b. Lack of progress and accountability
c. Too much communication
d. Both a & b
a. True, emotions need to be the priority, even before learning.
b. False, while a relationship is important, mentor's should avoid addressing issues other than learning
c. False, a mentor should be sensitive to their mentee's feelings without those feelings undermining the mentee's learning.
d. False, the mentoring relationship should concentrate solely on learning
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. Show your frustration to garner results.
b. Find a way to communicate your message without showing your feelings.
c. Skip the session and move on.
d. Give your mentee the answers to continue more easily.
a. Share your personal stories, success, and challenges
b. Value, learn from, and appreciate your mentee’s innovative ideas and creations
c. Use real-life challenges and situations as “teachable” moments
d. Check out your assumptions when in doubt about what is going on with your mentee
e. All of the above
a. Motivates
b. Inspires
c. Supports learning and developing
d. All of the above
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. Slower learning
b. Lowered self-confidence
c. More stress
d. Encouragement
a. Unreasonable amount of work assigned
b. Failure to build and work at strengthening a relationship
c. Unclear goals
d. Lack of or poor use of time
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. Come prepared to a mentoring session.
b. Have mentees bring treats to mentoring sessions.
c. Meet with your mentee regularly.
d. Remember that mentoring is a reflective practice.
a. Critical
b. Authentic
c. Friendly
d. Easy to talk to
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. Approachable and Reflective
b. Respect and Good listener
c. Empathy and Positive role model
d. Reflective and Good listener
a. Respect raises your mentee’s confidence
b. Respect removes barriers for learning
c. Respect creates energy and enthusiasm for work
d. Respect sets a low bar of expectations that is easier to meet
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. Affluent Schools
b. High needs schools
c. Both affluent and high needs schools
d. Neither affluent nor high needs schools
a. Past-directed
b. Present-directed
c. Future-directed
d. All of the above
a. Development of a meaningful relationship
b. Personal satisfaction
c. Affirmation of flaws in his/her mentoring approach
d. Strengthening of mentoring, leadership, and interpersonal skills
a. Planning to teach critical inquiry skills
b. Taking advantage of teachable moments
c. Both a and b
d. Neither a nor b
a. A greater emphasis on the importance of the school librarian within the school community
b. Other teachers are educated about the activities/lessons/resources that are available, leading to a more teacher/librarian collaboration
c. A substantial increase in the financial support of the school library
d. The role of the library is redefined, allowing the library to break away from its traditionally viewed services
a. Prepare
b. Establish Agreements
c. Facilitate Learning
d. Come to Closure
a. Creativity
b. Flexibility
c. Sustainability
d. All of the above
Directed only towards students with ASD
Directed towards students with ASD, but open to all
Directed towards teenagers
Just like traditional storytimes
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. 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. Ignore stress
b. Cut corners
c. Experience quicker learning
d. Need less encouragement
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

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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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