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?
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
Researching and Collecting Information in a Variety of Ways
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.
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