Fishbowl Method
The fishbowl methode is a strategy for organizing medium- to large-group discussions. Students are separated into two groups with an inner and outer circle. The inner circle represents the fish bowl. within the students have a discussion. In the outer circle students are observing the discussion and taking notes. This engaging and student-centered strategy builds comprehension of complex texts/ideas while developing group discussion skills. Within the “fishbowl,” students practice responding to multiple viewpoints. Observations from students in the outer circle provide insight into what makes for effective small-group discussions.
The use of fishbowls is an effective way to engage students with a range of abilities and is useful in multiple settings, such as intervisions, solving problems or debating topics or literature. As a teacher your purpose is to moderate and facilitate the discussion.
Optionally: A variation could be made by using the ‘open’ fishbowl method in which one seat stays empty for students in the outer circle to join the discussion at a certain point. When a student joins, another student leaves the fishbowl to create a new empty seat. After a certain time the bowl is ‘closed’ and filled up, signalling the nearby end of the discussion. Last statements, opinions or solutions will be exchanged.
On-campus
The activity takes about 30 to 60 minutes and could be done with the maximum of around 60 students in an on-campus setting.
It could be used as a blended learning activity. When (a set of) students prepare a specific case upfront.
Manual
Supplies needed
- A case, literature or problem to be discussed.
Set-up classroom
Using a large classroom is suggested. Create an inner circle of around five chairs. Place plenty of chairs in a second circle around the inner circle to provide place for the outer circle-group.
Optionally: using a Learning Plaza or the Teaching & Learning Lab could be suggested, due to its extra flexibility in set-up.
Step 1. (Preparation)
Prepare a case, literature or problem that students have to discuss. Optionally students could study a more difficult case upfront, so they are well informed about the topic.
Step 2. (During class)
Select a group of students to start the discussion. The rest of the class listen to the students and reflect on their responses and take notes for themself. As a teacher it is important to facilitate the discussion by posing extra questions, not arguments.
Optionally: you could ask the students to give ‘tips’ and ‘tops’ for the discussing students, providing feedback on their discussion skills, besides only discussing their knowledge.
Step 3. (Evaluation)
The discussion will go on untill there is saturation or untill a set time has passed. As a teacher it is important to wrap-up the discussion. This could be done by asking the outer circle to share their observation. As a teacher it is important to provide key-notes to take home.
Source
FISH BOWL STRATEGY. Learning for Justice. Retrieved from: https://www.csuchico.edu/cbms/_assets/documents/fish-bowl-strategy.pdf
Twijnstra, P., De Vissenkommethode. Peta Twijnstra Coaching. Retrieved from: https://www.petatwijnstra-coaching.nl/pdf/intervisiemodellen/De%20vissenkommethode.pdf
Radboud Edit. Discussiëren volgens de Vissenkommethode. Radbout Universiteit. Retrieved from: https://healthacademy-web.radboudumc.nl/edit/?p=8454
Hybrid
The activity takes about 30 to 60 minutes and could be done with the maximum of around 60 students in an hybrid setting.
It could be used as a blended learning activity. When (a set of) students prepare a specific case upfront.
Manual
Supplies needed
- A case, literature or problem to be discussed.
- Microsoft Teams
Set-up classroom
For the online group, create a general channel in Microsoft Teams. This group of students will be part of the ‘outer’ circle. These students can’t participate in the ‘inner’ circle.
For the on-campus students, using a large classroom is suggested. Create an inner circle of around five chairs. Place plenty of chairs in a second circle around the inner circle to provide place for the outer circle-group.
Optionally: using a hybrid learning classroom is suggested due to its extensive technical capabilities for providing hybrid education.
Step 1. (Preparation)
Prepare a case, literature or problem that students have to discuss. Optionally students could study a more difficult case upfront, so they are well informed about the topic.
Step 2. (During class)
Select a group of students to start the discussion. The rest of the class listen to the students and reflect on their responses and take notes for themself. As a teacher it is important to facilitate the discussion by posing extra questions, not arguments.
Optionally: you could ask the students to give ‘tips’ and ‘tops’ for the discussing students, providing feedback on their discussion skills, besides only discussing their knowledge.
Step 3. (Evaluation)
The discussion will go on untill there is saturation or untill a set time has passed. As a teacher it is important to wrap-up the discussion. This could be done by asking the outer circle to share their observation. As a teacher it is important to provide key-notes to take home.
Tools
Source
FISH BOWL STRATEGY. Learning for Justice. Retrieved from: https://www.csuchico.edu/cbms/_assets/documents/fish-bowl-strategy.pdf
Twijnstra, P., De Vissenkommethode. Peta Twijnstra Coaching. Retrieved from: https://www.petatwijnstra-coaching.nl/pdf/intervisiemodellen/De%20vissenkommethode.pdf
Radboud Edit. Discussiëren volgens de Vissenkommethode. Radbout Universiteit. Retrieved from: https://healthacademy-web.radboudumc.nl/edit/?p=8454
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