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Final 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

Final Assessment

a. Become complacent
b. Stop trying new things
c. Become infused with energy and enthusiasm
d. No longer need a mentor
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. Mentoring Agreement
b. Letter to the student
c. Guidebook
d. Verbal contract
a. Critical
b. Authentic
c. Friendly
d. Easy to talk to
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. A safe and nurturing environment to explore and be creative without fear of assessment
b. Better grades
c. A perfect attendance record
d. None of the above
a. 5% from the Web, 75% from school librarians, 20% from other sources
b. 75% from the Web, 5% from school librarians, 20% from other sources
c. 20% from the Web, 5% from school librarians, 75% from other sources
d. 75% from the Web, 25% from other sources, 0% from school librarians
a. Writing lesson plans
b. Leadership
c. Coaching
d. Interpersonal
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. 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. 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. Commit everything to memory
b. Check for understanding
c. Concentrate
d. Intend to listen
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. Rigidity, autonomy, and collaboration
b. Flexibility, autonomy, and collaboration
c. Flexibility, control, and predictability
d. Rigidity, control, and collaboration
a. Behaviors
b. Example
c. Wisdom
d. All 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. A highly focused conversation about the specific learning derived from the mentoring experience
b. A very general conversation about the overall learning derived from the mentoring experience
c. A highly focused conversation about the overall learning derived from the mentoring experience
d. A very general conversation about all of the specific learning derived from the mentoring experience
a. School librarians teach inquiry skills and technology skills that young innovators need to be successful
b. School librarians foster the imagination, curiosity, and creativity of their students through storytelling and information problem solving activities
c. With often rigid schedules, school librarians put a priority on just-in-case learning, rather than just-in-time learning.
d. School libraries often have the resources required to create innovation spaces for students to express their creativity and innovative ideas
a. Emphasize good listening skills
b. Create challenges for the mentee that may be too difficult to complete
c. Demonstrate empathy with the mentee with the challenges faced throughout the innovation process
d. Guide the mentee to reflect on the innovation process afterwards
a. Tony Wagner
b. Barbara Stripling
c. John Keller
d. Rosabeth Kantor
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. 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. In person meetings
b. Skype calls
c. Email
d. All of the above
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. 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. Affluent Schools
b. High needs schools
c. Both affluent and high needs schools
d. Neither affluent nor high needs schools
a. Mentors and mentees
b. Mentors only
c. Mentees only
d. No one benefits
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. Make mentoring a two-way commitment.
b. Share personal stories, successes, and challenges.
c. Let you know that you are learning from him/her at the same time he/she is learning from you.
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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