Fishbowl

Fishbowl
Description
Fishbowl is a strategy used in classrooms, and other settings, where group dynamics are
important. This technique allows for a richer discussion of any given topic, and it frequently
helps build community by focusing attention on the ways that particular group might work
together more productively. As students analyze a topic and connect their responses with
others', a rich collaborative learning environment is fostered.
There are many ways to use a fishbowl in the classroom and many decisions to make about
when it may be used most effectively. Below are some steps for creating the basic structure.
Steps for Setting up a Fishbowl
A small group of students (as many as half the class) arrange themselves in a circle in the
center of a room. This small group will conduct a discussion together while the rest of the
students watch, take notes, and later pose questions and give comments about what they
observed. The teacher can be part of either the inner "fishbowl" circle or the outer circle. To
begin, teachers might select students for the fishbowl who are fairly skilled at group discussion
-- or might deliberately choose one or two who are new to it so that the fishbowl doesn't seem
too "perfect" for those who are observing. Once the group is established, the teacher should set
some ground rules. These guidelines ensure that group members practice particular discussion
skills, such as taking turns, building upon a previous person's comments, and asking questions
to extend thinking. Ground rules might include:
● Students should only state supported ideas, agree with a speaker and add supporting
information, disagree with a speaker and offer refuting information, or connect
contributions.
● No one may interrupt a speaker.
● No one may speak a second time until everyone has had a chance.
The guidelines for the outside circle may include listening quietly, taking notes on discussion
skills, and noting nonverbal communication. Each "outside" student might be assigned an
"inside" student to observe specifically, or the "outside" students can be asked to observe
everyone. In general, the silent, observing students attend to aspects of group discussion that
generally aren't noticed in classroom discussions.
To begin the discussion, the teacher or a student within the fishbowl offers an open-ended
question, and the fishbowl group discusses it. Students might initially be self-conscious as part
of the group "on stage," but they generally grow comfortable as the conversation flows. After a
set amount of time, the inside circle finishes their discussion and the outside circle discusses
what they observed. This may take as much time as the fishbowl discussion itself, or more. The
teacher might begin by inviting the outside circle to add their thoughts on the subject of the
fishbowl conversation. The inside participants listen and then respond to the comments.
Teachers may also ask those in the inner circle to assess their discussion first, then ask the
outside circle to add their comments, as long as everyone can discuss what happened. The
session might end with a whole-class discussion about what they learned and how it applies to
future discussions
Tips and Variations for the Fishbowl
· After one round of a fishbowl, teachers might have the two circles change places. When
all the students have experienced both the inside and the outside of the fishbowl, the teacher
can ask questions like: What was it like being inside the circle? Outside the circle? How are the
two roles different? What did you learn from each? How do you think you will carry what you
learned from this exercise into small-group discussions? Into whole-class discussions?
· Some teachers leave an empty seat in the fishbowl for an outside participant who wants
to speak. He or she should move to the vacant seat and join the discussion until someone else
from outside the circle wants to join. That person then taps the first person on the shoulder, and
they quietly switch places.
· Many teachers stay out of the fishbowl, since their presence can make the discussion
less natural. Whether in or out of the group, however, the teacher must keep time, attend to
behavior issues that the fishbowl group cannot handle, and maintain group protocols.
Benefits of the Fishbowl
· Fishbowls are especially beneficial when using multicultural literature. Like K/W/L charts,
fishbowls allow the teacher to see what misconceptions students have and address them. They
also create a safe forum for students to observe how charged a discussion of cultural issues
might become. Because there is always a post discussion analysis, fishbowls also allow a group
to handle this together.
· Students in the outside circle of a fishbowl can observe how specific individuals question,
respond to, and make meaning of a text, which can model small-group literature circle
discussions.
· Fishbowls allow students to practice group discussion skills.
· Fishbowls also teach observation, listening, and community-building skills.
· Fishbowls provide students with the opportunity to identify small-group discussion habits
in an effort to improve upon them.

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Fishbowl

Steps for Setting up a Fishbowl

Benefits of the Fishbowl

· Fishbowls allow students to practice group discussion skills.

· Fishbowls also teach observation, listening, and community-building skills.

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