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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. Staying on track with your mentee
b. Starting a closure conversation
c. Delivering effective feedback
d. Facilitating mentee learning
a. Centered on learning
b. Focused on growth and development
c. Future-oriented
d. All of the above
a. The purpose, process, and product of mentoring
b. How you engage in mentoring
c. The benchmark for success
d. All of the above
a. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
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. Wasting time searching for answers
b. Rethinking a plan
c. Correcting mistakes
d. All of the above
a. Creativity
b. Flexibility
c. Sustainability
d. All of the above
a. You need to help them determine team and individual goals.
b. You need to help them determine team goals only.
c. You need to help them determine individual goals only.
d. You need to tell them what goals they should be achieving.
a. Ruth Small
b. Rosabeth Kanter
c. Susan Harter
d. Benjamin Bloom
a. Ground rules
b. Being prepared
c. Committing to check-ins
d. Laying an educational foundation
a. Affluent Schools
b. High needs schools
c. Both affluent and high needs schools
d. Neither affluent nor high needs schools
a. Confidence
b. Attention
c. Satisfaction
d. Relevance
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. Stress and pitfalls
b. Needing a safety net
c. Solutions and strategies to identified problems
d. Finding a role model
a. Preparing
b. Establishing Agreements
c. Facilitating Learning
d. Coming to Closure
Directed only towards students with ASD
Directed towards students with ASD, but open to all
Directed towards teenagers
Just like traditional storytimes
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. Beginning, development, and product
b. Beginning, middle, and end
c. Purpose, process, and product
d. Origin, development, and result
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. Counseling
b. Mentoring
c. Teaching
d. Coaching
a. Learning, trust-based, partnership, goal-focused, and development
b. Trust-based, individuality, goal-focused, and development
c. Partnership, project-focused, development, and learning
d. Trust-based, individuality, project-focused, learning and development
a. Approachable and Reflective
b. Respect and Good listener
c. Empathy and Positive role model
d. Reflective and Good listener
a. Prepare
b. Establish Agreements
c. Facilitate Learning
d. Come to Closure
a. True, the Inquiry Process Model is a cyclical model where the learner can enter the process at any point based on prior learning.
b. True, the Inquiry Process Model is a linear model where the learner can enter the process at any point based on prior learning.
c. False, the Inquiry Process Model is a linear model where the learner must enter the process from the beginning, regardless of prior learning.
d. False, the Inquiry Process Model is a cyclical model where the learner must enter the process from the beginning, regardless of prior learning.
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. Motivates
b. Inspires
c. Supports learning and developing
d. All of the above
a. Benjamin Bloom
b. North Central Regional Educational Laboratory (NCREL)
c. Small, Costa, and Rothwell
d. Barbara Stripling
a. They set a good example.
b. Their values and behaviors align.
c. They keep a professional detachment.
d. Others want to emulate their behaviors and wisdom.
a. Limit conversations to pre-determined meeting spaces
b. Ask probing questions instead of telling or assuming meaning
c. Use your time well
d. Check in and check things out

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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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