Fish Bowl
Grade: 6-8
Big Idea: Socratic Seminar's Younger Brother
Directions: Step by Step
1. Divide the class into equal two groups—one group to be the inner circle (the fishbowl, which will possibly be demonstrating an activity or process) and one group to form the outer circle, which will surround and observe the inner circle. (Note: group size will vary depending on student needs and lesson modifications.)
2. For a class off 30, prepare 15 fishbowl index cards and 15 goldfish cards. Place the cards in a basket and ask students to draw cards randomly.
3. Students who draw goldfish cards will form the inside of the circle. They will be the ones to have the discussion. Warn them in advance that they will be carefully observed and data will be collected on their discussion.
4. The students who pull the fishbowl cards will form the outside circle. They will be observing only. It is like they are peering into a fishbowl and watching goldfish. These students will complete a data-gathering sheet.
5. Arrange the two groups into concentric circles and ask the two groups to sit facing the center of the inner circle (the fishbowl).
6. Give the outer circle a specific listening and recording task to complete while they observe the activity that takes place in the fishbowl.
7. Ask the fishbowl group to complete an activity (be sure that they understand the directions for the activity and how they are to proceed).
8. The fishbowl group engages in the activity, demonstrating it to the
rest of the class in the outer circle. Facilitate as necessary, clarifying and correcting the activity steps with the fishbowl group.
9. Debrief with the entire class.
Strategy
A fishbowl conversation is a form of dialog that can be used when discussing topics within large groups. Fishbowl conversations are sometimes also used in participatory events such as conferences. The advantage of Fishbowl is that it allows the entire group to participate in a conversation.
When to use:
- As an alternative to traditional debates
- As a substitute for panel discussions
- To foster dynamic participation
- To address controversial topics
Norms and Rules:
1. There are many ways to structure a Fishbowl discussion. Sometimes teachers have half the class sit in the fishbowl for ten to 15 minutes before announcing “Switch,” at which point the listeners enter the fishbowl and the speakers become the audience. Another common Fishbowl discussion format is the “tap” system, where students on the outside of the fishbowl gently tap a student on the inside, indicating that they should switch roles. See the variations section below for more ideas about how to structure this activity.
2. Regardless of the particular rules you establish, make sure they are explained to students beforehand. You also want to provide instructions for the students in the audience. What should they be listening for? Should they be taking notes? Before beginning the Fishbowl activity, you may wish to review guidelines for having a respectful conversation. Sometimes teachers ask audience members to pay attention to how these norms are followed by recording specific aspects of the discussion process, such as the number of interruptions, examples of respectful or disrespectful language being used, or speaking times (who is speaking the most or the least).
Strategy Variations:
A Fishbowl for Opposing Positions: This is a type of group discussion that can be utilized when there are two distinct positions or arguments. Each group has an opportunity to discuss the issue while the other group observes. The goal of this technique is for one group to gain insight about the other perspective by having this opportunity to listen and formulate questions. After both sides have shared and listened, students are often given the opportunity to discuss their questions and ideas with students who are representing the other side of the argument.
A Fishbowl for Multiple Perspectives: This format allows students to look at a question or a text from various perspectives. First, assign perspectives to groups of students. These perspectives could represent the viewpoints of different historical figures, characters in a novel, social categories (e.g., young, old, male, female, working-class laborer, industrialist, peasant, noble, soldier, priest), or political/philosophical points of view. Each group discusses the same question, event, or text, representing the assigned perspective. The goal of this technique is for students to consider how perspective shapes meaning-making. After all groups have shared, students can be given the opportunity to discuss their ideas and questions with peers from other groups.
PDF Section
Fishbowl Strategy: Process
Fishbowl Discussion Tool: Peer Evaluation
Modified Fishbowl Strategy
Video Section
Videos related to both Elementary and Middle School Fishbowls