The “fishbowl” is an active
learning technique appropriate for any class with a discussion or critical-thinking
component. In this activity, an inner ring of students form the fishbowl, with
an outer ring observing them.
The inner ring’s discussion
might revolve around problem-solving—such as choosing the best contractor to
dispose of waste or the best way to organize a paragraph— or around a debate,
such as whether Victor Frankenstein has treated his creation fairly or whether
airport scanners are an invasion of privacy. Any discussion topic that might be
assigned to multiple small groups in a class can be used here.
The outer ring of spectators
evaluate the inner ring’s performance. This works best if students are given
particular roles, such as reporters, silent contributors (who will report on
what they might have said), and shadowers who are assigned to a specific
contributor. Students might consider questions such as:
- Did the discussants use the text to support their arguments?
- Did they use analytical language?
- Did they use reasons and evidence?
- Did they make connections to what someone else was saying?
- Did they agree or disagree with someone else?
Other options include
tap-ins, in which someone in the outer ring takes the place of a discussant,
and reversals in which the outer ring has to continue the conversation of the
inner ring.
This activity emphasizes
self-reflection, which has been shown to be vital for critical thinking and
transfer across courses.
For more on the fishbowl:
“Fishbowl” on Facing
History and Ourselves
