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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. Planning to teach critical inquiry skills
b. Taking advantage of teachable moments
c. Both a and b
d. Neither a nor b
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. In person meetings
b. Skype calls
c. Email
d. All of the above
a. It demonstrates value for each individual.
b. It raises your mentee's confidence.
c. It removes barriers for learning.
d. All of the above.
a. The mentor
b. The mentee
c. The library and school
d. All of the above
a. Ignore stress
b. Cut corners
c. Experience quicker learning
d. Need less encouragement
a. Altruistic goals
b. Monetary goals
c. Egotistical goals
d. Self-appreciative goals
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. Everyone has a voice in the process.
b. Determining immediately who has the best ideas.
c. Identify the resources they might use ahead of time.
d. Determining if an idea costs too much as soon as it is suggested.
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. 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. Application, Recreation, Consequence, Significance
b. Attention, Relevance, Confidence, Satisfaction
c. Assurance, Relevance, Consequence, Satisfaction
d. Approval, Recreation, Confidence, Self-reliance
a. Focus
b. Energy
c. Purpose
d. All of the above
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. Irregular communication
b. Lack of progress and accountability
c. Unrealistic expectations
d. Failure to evaluate the relationship and act on feedback
a. Slower learning
b. Lowered self-confidence
c. More stress
d. Encouragement
a. Both mentor and mentee share the passion for the mentee’s innovation project.
b. Both mentor and mentee share a passion for learning throughout the process.
c. Both mentor and mentee create the innovation together.
d. Both a & b
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. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
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. Mentoring Agreement
b. Letter to the student
c. Guidebook
d. Verbal contract
a. Become complacent
b. Stop trying new things
c. Become infused with energy and enthusiasm
d. No longer need a mentor
a. At the start of the relationship
b. After the relationship has been established
c. When your mentoring is complete
d. When your mentee has issues or concerns
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. A highly focused conversation about the specific learning derived from the mentoring experience
b. A no-fault conversation focusing on both the process and the content of the learning
c. Both a and b
d. Neither a nor b
a. Encourages your mentee to confidently speak up, ask questions, and even challenge your ideas
b. Promotes a sense of security that enables your mentee to feel secure enough to fully engage in the relationship
c. Breaks down barriers and demonstrates that you are approachable and real
d. All of the above
a. Past-directed
b. Present-directed
c. Future-directed
d. All of the above
a. facilitators, active participants
b. sages, students
c. authority figures, passive receivers
d. None of the above
a. Personal satisfaction, opportunity to share wisdom, and reaffirmation of your approach
b. Expanded perspectives, new ideas and insights, and a strengthening of interpersonal skills
c. Both a and b
d. Neither a nor b
a. The purpose, process, and product of mentoring
b. How you engage in mentoring
c. The benchmark for success
d. 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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