Fishbowl

A fishbowl helps students practice being contributors and listeners in a discussion. Students ask questions, present opinions, and share information when they sit in the fishbowl circle, while students on the outside of the circle listen carefully to the ideas presented and carefully observe the process. Then the roles are reversed.

This strategy is especially useful when you want to ensure that all students participate in the discussion, when you want to help students reflect on the attributes of a good discussion, and when you need a structure for discussing controversial or difficult topics. Fishbowls make excellent pre-writing activities, often unearthing questions or ideas that students can explore more deeply in an independent assignment.

Implementation

1. Select a topic, problem, assertion, or question to be discussed, solved, deliberated, or debated.
2. Select or create learning supports (e.g. text readings, fact sheets, pro & con arguments, lecture) that will support substantive discussion. Present the supports to the students.

· Alternatively, provide students with sufficient time to conduct research on the topic, problem, assertion, or question.

3. Arrange desks or chairs so that there is a small inner circle (5-7 chairs) for the “fish” who will actively discuss and a larger outer circle for the “observers.”

Classroom Management

1. Teacher or students selects members of the inner circle. Members of the inner circle take their seats.
2. Teacher begins discussion by posing the topic to the inner circle. Write the topic, problem, assertion, or question on the board to maintain focus.
3. Begin the discussion, deliberation, debate, or search for solution.
4. Allow 30-60 seconds for each member of the inner circle to offer final thoughts.
5. Debrief with the entire class (affording special attention to members of the outer circle):

· Which were the most persuasive points made?

· What are some counterpoints that did not surface?

· Did any inaccuracies or misconceptions surface?

· Which conclusions or solutions merit support?

· What were some of the most effective techniques employed by the inner circle?

6. During the Fishbowl, observers are not allowed to speak. Their job is to listen and learn from the Fishbowl students.

7. If possible, assign one of the Fishbowl students the role of facilitator. It will be her or his responsibility to ask questions, facilitate the Fishbowl discussion, and make sure everyone has an opportunity to talk. The teacher may play the part of the facilitator.

8. Variations and extensions:

· Leave one empty chair in the inner circle for an observer from the outer circle to fill should he or she wish to enter the discussion. Establish time limits for observer participation so that other observers may enter.

· Allow for “tagging” whereby outer circle observers may enter the fishbowl by “tagging” a member of the inner circle. The person who is tagged moves to the outer circle.

· Teacher can assume responsibilities for moderating the discussion or assign that task to a permanent member of the inner circle.

· Outer circle tasks: record strong or weak points made in the discussions or evaluate the performances of those in the inner circle.

· Jigsaw prior to discussion. Break the class into small groups and have them develop positions that reflect a range of perspectives or solutions. Let each group elect a representative to serve as the group’s voice in the inner circle.

· Have students write a summative position or reflective paper.