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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. 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. Beginning, development, and product
b. Beginning, middle, and end
c. Purpose, process, and product
d. Origin, development, and result
a. School librarians reach every child in the school
b. School librarians often have flexible schedules to accommodate just-in-time learning
c. School librarians collaborate with STEM teachers and other educators in their schools and districts
d. All of the above
a. Centered on learning
b. Focused on growth and development
c. Future-oriented
d. All of the above
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. Counseling
b. Coaching
c. Teaching
d. Mentoring
a. Brainstorm process skills to be used
b. Be able to narrow ideas
c. Be able to evaluate resources used
d. All of the above
a. At the beginning of your relationship.
b. In the middle of your relationship.
c. At the end of your relationship.
d. Throughout your relationship.
a. It can be overbearing
b. It inhibits the mentee from taking risks
c. It can create too intimate of a relationship between mentor and mentee
d. The mentee may feel too comfortable and become complacent
a. One or more brainstorming sessions
b. Opportunities to refine and research ideas
c. Determine who will do what
d. All of the above
a. Multiple means of engagement
b. Multiple means of representation
c. Multiple means of creation
d. Multiple means of action and expression
a. Stress and pitfalls
b. Needing a safety net
c. Solutions and strategies to identified problems
d. Finding a role model
a. Slower learning
b. Lowered self-confidence
c. More stress
d. Encouragement
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. Benjamin Bloom
b. North Central Regional Educational Laboratory (NCREL)
c. Small, Costa, and Rothwell
d. Barbara Stripling
a. Ignore stress
b. Cut corners
c. Experience quicker learning
d. Need less encouragement
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. Intend to listen, Concentrate, Interrupt for clarification, Maintain eye contact
b. Concentrate, Check for understanding, Repeat often, Use memory aids
c. Intend to listen, Concentrate, Check for understanding, Use memory aids
d. Concentrate, Interrupt for clarification, Repeat often, Maintain eye contact
a. Appropriate “short cuts”
b. Productivity strategies
c. Tips for effective time management
d. 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
Directed only towards students with ASD
Directed towards students with ASD, but open to all
Directed towards teenagers
Just like traditional storytimes
a. Mentors and mentees
b. Mentors only
c. Mentees only
d. No one benefits
a. Cautious
b. Empathetic
c. Good listener
d. Respectful
a. Lack of trust, unclear goals.
b. Failure to build/work at strengthening a relationship and irregular communication
c. The ages of the mentor and mentee and lack of a meeting space in the library.
d. Untested assumptions and poor use of time
a. Build confidence and competence to ask questions
b. Accept defeat
c. Avoid taking risks
d. Never pursue new ideas
a. Time
b. Information and technology
c. Other creative people
d. All of the above
a. Irregular communication
b. Lack of progress and accountability
c. Unrealistic expectations
d. Failure to evaluate the relationship and act on feedback
a. Both the mentor and the mentee
b. The mentor
c. The mentee
d. Neither the mentor nor the mentee
a. Creativity
b. Flexibility
c. Sustainability
d. All of the above
a. Cause your mentee to feel unwanted
b. Establish negative boundaries
c. Prevent problems and reduce false assumptions
d. None 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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