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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. Centered on learning
b. Focused on growth and development
c. Future-oriented
d. All of the above
a. Martins and Terblanche
b. Tony Wagner
c. Lois Zachary
d. A group of mentor-librarians
a. Self-directed by the mentee
b. Directed by the mentor
c. A collaboration between mentor and mentee
d. Directed by the mentee’s parents
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. 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. Learning something in case you might need it sometime.
b. Learning something about telling time.
c. Learning something just at the time you need it.
d. Learning something that you might not ever use.
a. Cautious, positive role model, good with deadlines, respect, good listener, reflective
b. Approachable, empathy, positive role model, respect, good listener, reflective
c. Approachable, professional, empathy, respect, good listener, speculative
d. Cautious, professional, empathy, positive role model, good listener, reflective
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. Come prepared to a mentoring session.
b. Have mentees bring treats to mentoring sessions.
c. Meet with your mentee regularly.
d. Remember that mentoring is a reflective practice.
a. Support, tests, feedback, and opportunities to develop an innovative vision
b. Support, tests, feedback, and opportunities to present their learning
c. Support, challenges, feedback, and opportunities to develop an innovative vision
d. Support, challenges, feedback, and opportunities to present their learning
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. 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. At around 3rd grade, children’s curiosity and creativity increases drastically
b. At around 3rd grade, children’s curiosity and creativity decreases drastically
c. At around 3rd grade, children’s curiosity increases drastically
d. At around 3rd grade, children’s creativity increases drastically
a. Mentoring relationships often fail.
b. Mentoring relationships often succeed.
c. Mentees can be more independent.
d. Mentors find mentoring satisfying.
a. Starting, Establishing Agreements, Facilitating Learning and Coming to an End
b. Preparing, Establishing Learning, Facilitating Closure and Coming to Agreements
c. Preparing, Establishing Agreements, Facilitating Learning and Coming to Closure
d. Starting, Establishing Learning, Facilitating Closure, and Coming to
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. Beginning, development, and product
b. Beginning, middle, and end
c. Purpose, process, and product
d. Origin, development, and result
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. Counseling
b. Coaching
c. Teaching
d. Mentoring
a. Lack of skilled, committed mentors
b. Excessive time spent with the same person
c. Lack of trust
d. Untested assumptions
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. Help set the meeting agendas
b. Facilitate setting the goals and outcomes to be achieved by the group
c. Facilitate setting the goals and outcomes to be achieved by each group member
d. All of the above
a. Counseling
b. Mentoring
c. Teaching
d. Coaching
a. Preparing
b. Establishing Agreements
c. Facilitating Learning
d. Coming to Closure
a. Interrogative
b. Getting to Know You
c. Discovery
d. None of the Above
a. Wasting time searching for answers
b. Rethinking a plan
c. Correcting mistakes
d. All of the above
a. facilitators, active participants
b. sages, students
c. authority figures, passive receivers
d. None of the above
a. They can infer judgement of your mentee.
b. They can intimidate your mentee.
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.
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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