Share Market Labyrinth
The journey to understand the labyrinth of share market starts with students taking up the role of Young Financial Analysts. They are exposed to various jargons used in the Market along with their real-world implications. They research on market trends and study variables affecting the trend. Students use Visual Ranking tool to list out the reasons of their choice of investing in various investing instruments prevalent in the market. All students experience an authentic feel of the secondary market and prepare a presentation focusing on trends and its affects on their choices that finally answer the Essential Question: What does the past tell us about the future?
To close the unit, students write an article for their Annual Magazine to project their learning of the market by revisiting the Unit Question(s), What variables limit or sustain the continuation of a trend? How does a trend affect people’s choices? AND why do companies go for public issue?
- Essential Question:
What does the past tell us about the future?
- Unit Questions:
What variables limit or sustain the continuation of a trend?
How does a trend affect people’s choices?
- Content Questions:
What is share capital? How it is categorised?
What are the legal provisions relating to issue of shares?
Who governs the public issue and its accounting?
What are the nuances of public issue?
This timeline shows in chronological order the different types of formal and informal assessments that occur during the unit. The table below explains how each assessment is used and who uses it for what purpose.
| Students work on projects
and complete tasks
| After project work
|Assessment||Process and Purpose of Assessment|
|Carousal Brainstorming||Before students learn about a topic, it is essential to activate their background knowledge. Brainstorming will get them started or to help them generate new ideas without fear of criticism or reproach.|
|Graphic Organiser – Classification Chart(doc)||Before students go deeper into the project use classification chart to elicit information by creating a classification T Chart to get clear understanding between the differences among Bonds, Equities, Commodities and Derivatives.
With T-charts, students will able to clarify concepts or ideas by comparing and contrasting them by listing and examining different instruments of the share markets.
|Discussion Rubric(doc)||Students use this rubric to channelise their discussions in a meaningful way and direction.|
|Visual Ranking Tool||Have students maintain the same groups and use online thinking Visual Ranking tool to prioritise their own thinking about investing in securities, bonds, debentures or any other instrument in which they would like to or advise to invest and why.
This would help students analyse and evaluate criteria for the decisions they make in forming a list.
|Research Rubric(doc)||Students use this rubric while they are working on the project to monitor and organise their research.
|Self-Assessment and Reflection Checklist(doc)||Use self-assessment and reflection checklist to encourage students’ Self Direction and Collaboration.
Encourage students to use this checklist throughout the project that would help to assess themselves and effectively collaborate with others thereby helping each other in completing the project and learn through sharing.
Through self-assessment and reflection students learn to assess their own learning for the purpose of improving it.
|Project Meetings and Conferences Agenda||Inform students of regular weekly meetings to monitor progress. Share the time, duration and the days, when such meetings shall be held. Be consistent in holding such meetings and conferences. Having students been involved in highly practical and dynamic project involving market indices where, the market changes its shape every day, such meetings and conferences becomes more meaningful and helpful in discussing the next steps and facilitating student groups to make right connections and address to the Curriculum Framing Questions.|
|Informal Questioning||While circulating around the classroom and observing group discussions, pose the questions to assess students’ critical-thinking abilities. Keep notes on individual students and use during meeting/conferences to provide feedback and to assess at the end of the project.|
|Critical Thinking Rubric(doc)||Students use this rubric to monitor their thinking process.|
|Presentation Scoring Guide(doc)||Students use the presentation scoring guide to rate the presentation that each group has come out as an output.|
|Rubric to Assess Article for Publication(doc)||Students use this rubric to organize their thoughts on the Essential and Unit Questions and to plan what they are going to write in the Article. Students use the rubric to assess the article for the School Magazine.|
|Peer Feedback Form(doc)||Students use peer feedback to seek assistance when reviewing each other’s work and then justifying their agreement or disagreement with their peers.|
Introducing Project and Determine Students’ Needs
- Have large group discussion to instruments of public finance that a company can raise funds. Encourage students to make notes. Introduce students to the Discussion Rubric(doc). Allow students a duration of 15 minutes to discuss. Observe the discussions closely. The remaining time to be utilised in discussing the current market scenario.
- Once the students refresh their knowledge on the sources of finance, check their knowledge on various terms and associate concepts. Divide the class into small groups and provide each group with a sheet of Paper with terms such as “Buy back of shares, forfeiture, sweat equity” etc written on the top. Allocate ten minutes for groups to brainstorm as many ideas the group can. Have groups pass their sheets on to the next group and so on, until each group has been given the opportunity to add their ideas to every sheet. At the end post all sheets on the Notice board, to be viewed by the entire class. As students are brainstorming ask them to monitor their progress by using Brainstorming Checklist.Lead a discussion to debrief the activity and let groups reflect any additional ideas added to their original sheets.
- Introduce your students with a link “http://www.rediff.com/getahead/2005/may/11stock.htm*” Tell each student to read the content and the very next day conduct a 10 minutes discussion by posing the Unit Question: How does the trend affect people’s choices?
- Once students are aware of the choices and the time period to invest, involve students in creating classification T Chart(doc) to get clear understanding differences between Shares and Debentures – the most common and renowned sources. Tell students that each one should have a thorough knowledge about both of them in depth. After students complete this activity, have students share their understanding of each. This is a must for each student to understand before they go deeper into the project. Ask informal questions to trigger thinking and observe students’ understanding.
- Present students with a timeline of upcoming activities and responsibilities for the next few weeks.
- Emphasise on thinking as a vital component of this project and tell students that the world we have created is a product of our thinking. It cannot be changed without changing our thinking.Introduce students to the Critical Thinking Rubric(doc) that help students think in right direction leading to some meaningful conclusion.
- Consult the ICT teacher of the school and take the following activity wherein the students have a session to browse internet. Introduce www.economictimes.com*. Tell students to open the link to Economy, Finance and Markets and refer to the Tracking Markets section and analyse it on daily basis for a week. Have students track on the market for a week and report out in a form of a discussion. Also ask students to make notes during the discussion as these notes would help them in the project ahead.
- Arrange for two consecutive class periods. Introduce Visual Ranking as an Online Tool. (http://educate.intel.com/en/thinkingtools/Visualranking). Spend first 20 minutes in introducing the tool and let students try out the tool. Spend remaining time to get students know about their team login details. Remind students of the first discussion that took place. Now tell students that at that initial stage, they came to know about each instrument, now they need to go even deeper into each instrument and evaluate it by ranking their prioritised list already given. While students work online, remind students of another Unit Question: “What variables limit or sustain the continuation of a trend?”
- Once teams have finished ranking and commenting, have them compare their lists and read each other’s comments about why they placed items in that order. Suggest that they identify the teams that ranked instruments most and least like they did. Have similar and dissimilar teams meet to discuss their rankings and rationale behind the order. Some teams may want to revise their ranking based on what they learn from discussions with other teams. Have each group compare its list with the “Class Average”. Have them print a report of this comparison and reflect back to the Unit Question posed earlier.
Researching and Collecting Information in a Variety of Ways
- Provide students with a list of Web sites to use for researching as well as a research rubric(doc) to help students organise their work for the upcoming presentations.
- Discuss how email can be used as an effective tool to communicate with experts to obtain information.
- Allow 4 days for students to conduct research on internet and share their views with experts on mail and review the research rubric(doc) during conferences with students to ensure students are collecting adequate information.
- Tell students about the meetings and share agenda with the days and times mentioned, wherein the teacher can address students’ individual needs to the project and monitor their progress. These meetings are pervasive in nature and will be scheduled throughout the project till the project ends.
- Give presentation detailing the concepts, terms and highlights of SEBI guidelines. Insert live examples to bring in more clarity. Also provide details on the next steps for the students. Explain that students will be creating an individual multimedia presentation on focusing on trends and its affects on their choices.
- Tell students to use the Presentation Scoring Guide(doc) to make sure that they are managing their time wisely and developing the quality work. Tell students to plan their presentation before they begin working. As students work on the presentation, use the rubric and informal questioning to monitor the progress. When they have completed a draft of the presentation, organise small groups to listen to practice presentations and provide constructive Feedback using the Peer Feedback Form(doc).
- After the presentations are complete, ask students to reconsider the Essential Question, What does the past tells us about the future? Discuss the constraints or limitations of investors that affect their choice of investment. Also highlight the trend it shows. Have students support their viewpoints using evidence they’ve gathered throughout the project. Post the Unit and Content Questions to provide structure to the discussion:
- What variables limit or sustain the continuation of a trend?
- How does a trend affect people’s choices?
- What is share capital? How it is categorised?
- What are the legal provisions relating to issue of shares?
- Who governs the public issue and its accounting?
- What are the nuances of public issue?
Use Discussion Rubric(doc) and Critical Thinking Rubric(doc) to monitor student thinking and participation.
- Ask students to summarise their learning by an article that answers the Essential Question, What does past tell us about the future? Use the Rubric to assess article(doc) to finally judge the understanding on the topic throughout the unit and base this understanding for successive Chapter on Redemption. Use Self-Assessment and Reflection Checklist(doc) to reflect on the unit.
A teacher participated in the Intel® Teach Program, which resulted in this idea for an assessment plan. A team of teachers expanded the plan into the example you see here.
At a Glance
Grade Level: 11-12
Subjects: Accounts, Business Studies
Key Learnings: Shares, capital subscription, pro-rata allotment, securities, premium, share discount, forfeiture, calls in arrears, calls in advance, sweat equity, private placement of shares,& employee stock option plan.
Time Needed: 4 weeks, 8 classes per week, and 35 minutes per class