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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. Understand your motivation.
b. Get comfortable with mentoring skills.
c. Both a and b
d. Neither a nor b
a. Counseling
b. Mentoring
c. Teaching
d. Coaching
a. Mentors and mentees identify learning goals individually right from the start and review them throughout the mentoring relationship.
b. Mentors and mentees identify learning goals collaboratively right from the start and review them throughout the mentoring relationship.
c. Mentors and mentees identify learning goals collaboratively right from the start and review them at the end of the mentoring relationship.
d. Mentors and mentees identify learning goals individually right from the start and review them at the end of the mentoring relationship.
a. Adaptability and ability to manage complexity
b. Self-directedness
c. Risk-taking behavior
d. Higher order thinking skills
e. All of the above
a. facilitators, active participants
b. sages, students
c. authority figures, passive receivers
d. None of the above
a. Groups of young innovators are taught together
b. Young innovators do not have adult mentors in school or at home
c. There is more than one school librarian at a school
d. The district hosts an annual invention convention
a. Come prepared to mentoring sessions
b. Spend sufficient time getting to know your mentee
c. Allow the mentee to determine what schedule would be best
d. Meet with your mentee regularly
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. 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. 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. Listen for facts and feelings
b. Be aware of your own emotional response
c. Listen for what is really meant versus what is said
d. Let others interrupt.
a. Beginning
b. Middle
c. End
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. Brainstorming
b. Decision making
c. Evaluating
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. Pay attention to your facial expressions
b. Make eye contact frequently
c. Be available for your mentee whenever possible
d. Greet your mentee enthusiastically
e. All of the above
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. Tony Wagner
b. Barbara Stripling
c. John Keller
d. Rosabeth Kantor
a. Mentoring takes place only one-on-one
b. Mentoring is an organic relationship
c. Mentoring develops many soft skills
d. Mentoring focuses on development intangibles, such as confidence and presence
a. Writing lesson plans
b. Leadership
c. Coaching
d. Interpersonal
a. Connect, Wonder, Investigate, Construct, Express, and Reflect
b. Connect, Wonder, Analyze, Construct, Express, and Reflect
c. Connect, Wonder, Investigate, Create, Express, and Reflect
d. Connect, Investigate, Create, Construct, Express, and Reflect
a. Critical
b. Authentic
c. Friendly
d. Easy to talk to
a. Value the learning challenge
b. Believe or expect that he or she can be successful at achieving a challenge
c. Both a and b
d. Neither a nor b
a. Provide input and feedback
b. Can be used as an excuse to fail
c. Lower the risk of making a mistake
d. Both a and c
a. Lack of skilled, committed mentors
b. Excessive time spent with the same person
c. Lack of trust
d. Untested assumptions
a. Encourage them to follow others
b. Avoid assigning readings or discussion questions
c. Hold your mentee accountable for commitments
d. Set easily attainable standards
a. Irregular communication
b. Lack of progress and accountability
c. Unrealistic expectations
d. Failure to evaluate the relationship and act on feedback
a. Having a warm and friendly expression
b. Establishing certain times in your schedule that you’re available
c. Expressing enthusiasm
d. Asking questions without judgement or threats
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. 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

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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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