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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. Parent-directed
b. Facilitated
c. Self-directed
d. All of the above
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. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
a. Driven by the mentor’s teaching needs
b. A trusting, safe relationship
c. Future-oriented
d. Centered on learning
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. 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. Time
b. Information and technology
c. Other creative people
d. All of the above
a. Centered on learning
b. Focused on growth and development
c. Future-oriented
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. 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. Staying on track with your mentee
b. Starting a closure conversation
c. Delivering effective feedback
d. Facilitating mentee learning
a. 3
b. 5
c. 7
d. 9
a. A model based on a learning theory called dynamism
b. A framework for K-12 benchmark skills and assessments
c. A foundation of skills needed by young innovators to formulate their questions and explore their ideas
d. The New York State information literacy standards
a. Is novel
b. Has utility
c. Is accepted by others
d. Is implemented by others
e. All of the above
a. The innovator must seek a market for the new product or service
b. The innovation must be accepted or adopted by others as a result of active dissemination
c. Both a and b
d. Neither a nor b
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. Commit everything to memory
b. Check for understanding
c. Concentrate
d. Intend to listen
a. Ask probing questions
b. Set up relatively easy tasks
c. Engage in discussion
d. Provide authentic problem solving experiences
a. In person meetings
b. Skype calls
c. Email
d. All of the above
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. Affluent Schools
b. High needs schools
c. Both affluent and high needs schools
d. Neither affluent nor high needs schools
a. Appropriate “short cuts”
b. Productivity strategies
c. Tips for effective time management
d. All of the above
a. Be established as part of the school’s or library’s vision
b. Be determined by the mentee’s parents
c. Be utilized uniformly across each mentoring relationship
d. Be determined through collaboration between the mentor and mentee
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. Curiosity, Invention, Entrepreneurship
b. Innovation, Entrepreneurship, Profitability
c. Creativity, Innovation, Entrepreneurship
d. Creativity, Invention, Entrepreneurship
a. The Develop-Profit Theory
b. The Analyze-Create Theory
c. The Understand-Apply Theory
d. The Expectancy-Value Theory
a. Build confidence and competence to ask questions
b. Accept defeat
c. Avoid taking risks
d. Never pursue new ideas
a. Always answer questions to the best of your ability, even if you don’t know the answer
b. Make it about them.
c. Let your mentee know how they are doing
d. When giving feedback, start on a positive note
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. Guide, teacher, and role model
b. Role model, coach, and adviser
c. Teacher, helper, and facilitator
d. Helper, Advisor, and Coach

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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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