2014 NYSE Teacher Workshop Presentation
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The document discusses the Stock Market Game, a program by the SIFMA Foundation that teaches students investing skills. In the game, teams of 3 to 5 students receive a virtual $100,000 to manage a stock and mutual fund portfolio over time. The program aims to provide a well-rounded education using tools like an online teacher support center, elearning videos, and opportunities for mobile learning and gamification. It teaches skills in economics, financial literacy, English language arts, math, and 21st century skills like collaboration and problem solving.
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2014 NYSE Teacher Workshop Presentation
- 1. The SIFMA Foundation Stock Market Game Vincent Young, AVP Curriculum Initiatives SIFMA Foundation NYSE Euronext 2014 Summer Teacher Workshop
- 3. Mr. Amarsinghe said the money was a blessing. He didn't know how he was going to spend it all... Source: http://bit.ly/1q6Ak3L Meet Chamindu
- 4. Reddit Asks Source: http://bit.ly/1rvWEkJ
- 6. Forbes Billionaires Advise Source: http://onforb.es/VlFr3j
- 8. The Stock Market Game™ Teams of 3 to 5 Virtual $100,000 Stocks, Bonds, & Mutual Funds +
- 13. Elearning Videos
- 14. A Well Rounded Education Mobile Learning Gamification
- 15. CCR Reading Anchors • Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. • Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. • Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. • Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.
- 16. CCR Writing Anchors • Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. • Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. • Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. • Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 11. Note on range and content in student writing
- 17. CCR Speaking & Listening Anchors • Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. • Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
- 18. Standards of Practice • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with Math • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning
- 19. 21st Century SMG Skills Work in teams of 2 to 5 Take on leadership roles Create and Manage a $100,000 investment portfolio Suggest investments Evaluate portfolio performance Enter trades Look up stock quotes Read stock charts Read market news ELA Math Economics Financial Literacy
- 21. Stay in Touch https://www.facebook.com/sifmaFoundation https://twitter.com/SIFMAFoundation https://plus.google.com/110729834042312553884/posts
- 22. In case you were wondering... “Mr. Amarsinghe said... he would give some to his family, some to disabled people and some to a Buddhist temple in Australia.”
Editor's Notes
- Before I begin, how would you answer this question?
- http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11252074 This is Chamindu Amarsinghe. In 2011, while working as a janitor, he found $100,000 in the bathroom he was cleaning. On May 8, 2014, the Australian courts awarded him that money. He will get $81,597. The state will get $19,500. When he was contacted, Chamindu was working at the fast food restaurant and studying towards an IT degree in New Zealand.
- I did a Reddit search for the question: “What would you do with a $100,000?” It seems to be a very popular question. http://www.reddit.com/r/AskReddit/comments/1tqks3/reddit_what_would_you_do_with_100000/
- I chose result #6 because it gave the best sampling of the majority of responses.
- John Catsimatidis (President CEO of Gristedes Foods) - Energy Leon Charney (real estate tycoon, author, philanthropist, political pundit, media personality) – Medical and Technology John Paul DeJoria (co-founder of the Paul Mitchell line of hair products) - $25K into alternative energy companies, $25K into blue-chips companies, 25K into precious metals and $25K into my children’s educational accounts.
- Seth Merrin (Created Liquidnet; "dark pool" allows institutional investors to trade large blocks of securities without wild swings in prices) Wilbur Ross (American investor known for restructuring failed companies in industries such as steel, coal, telecommunications, foreign investment and textiles. He specializes in leveraged buyouts and distressed businesses.) Patrick Soon-Shiong (surgeon, medical researcher, businessman, philanthropist, and professor at University of California at Los Angeles.)
- I have to wonder what would ‘ve happened if Chamindu played SMG in school before learning about his reward. The Stock Market Game is a national program distributed locally by not-for-profit councils on economic education, universities, state securities agencies, and like non-profit organizations.
- You get a $100,000 to start. This cash balance earns interest during the session. You get dividend payments, coupon payments. All activity is reflected in Transaction History.
- Teams can invest in stocks, bonds, or mutual funds.
- Partnership for 21st Century Skills – Not really a trend but something that other trends point to or refer to when speaking about their programs. Mobile – from punch cards to the internet in the palm of your hand, teachers are asking do we or don’t we in terms of allowing smart phones and tablets in their classrooms. Gamification – it’s a term you’ll hear again and again and will come a term that risks being mucky and convoluted because everyone is using it. (from Wikipedia) “Gamification is the use of game thinking and game mechanics in non-game contexts to engage users in solving problems. Gamification techniques strive to leverage people's natural desires for competition, achievement, status, self-expression, altruism, and closure.” It’s like mom telling your sister and you “let’s have a competition to see who can do their chores the fastest. In econ you call it incentivizing. Common Core – What’s left to save? We are correlated to the national ELA and math (up to grade 7). People are complaining, they are unfamiliar with the teaching. It over complicates blah blah blah. It’s like a math teacher telling me he’s been teaching math for 30 years this blah blah Next Gen Science Standards/ STEM – In 2007 the National Science Board released a report about how US students are lacking in science careers since then there’s been a huge push to engage students in science. We don’t teach science but we do teach habits of inquiry Danielson Framework
- Highlight how SMG is most effective meeting standards 1, 2, 4, 6, 7, 8, 9, 10.
- SMG achieves Standards 1, 2, 6, 7, 8, 9, 10 To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.
- SMG achieves standards 1, 2, 3, 4, 5, 6 Note on range and content of student speaking and listening To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.
- Students do this every time they meet to discuss strategies and make trades.
- The actions involved in playing the Stock Market Game engage many 21st Century Skills. Life and Career Skills: Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills. Learning and Innovation Skills: Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare students for the future. Information, Media and Technology Skills: People in the 21st century live in a technology and media-suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a range of functional and critical thinking skills related to information, media and technology. Core Subjects: Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects include: ELA, Math, Economics, History, Government and Civics. In addition to these subjects, we believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects: Global awareness, Financial, economic, business and entrepreneurial literacy, and Civic literacy
- http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11252074 In case you are wondering... “Mr Amarsinghe said the money was a blessing. He didn't know how he was going to spend it all, but he would give some to his family, some to disabled people and some to a Buddhist temple in Australia.”