Fishbowl Discussion
Fishbowl discussions involve a small group of students engaging in a focused activity or dialogue while the rest of the class observes. This strategy promotes deep engagement, critical reflection, and collaborative learning.
How It Works
- Select 4-6 students to form the “fishbowl” group and position them in a central circle or designated virtual space. These students will actively engage in a discussion or task.
- Assign the rest of the class as observers. Provide guidelines for what they should focus on, such as key arguments, assumptions, or techniques used by the fishbowl participants.
- After the discussion or task concludes, observers share their reflections, analyses, or feedback with the group.
Example
In a political science course, the fishbowl group debates the merits and drawbacks of a proposed policy on climate change, while observers assess the quality of evidence used and the clarity of arguments.
Why It’s Effective
- Enables in-depth exploration of a topic while keeping the entire class engaged through observation and reflection.
- Encourages active listening and critical analysis among observers.
- Gives participants practice in articulating and defending their ideas in a structured format.
Adaptations
- Online: Use breakout rooms in Zoom or a similar platform for the fishbowl group while other students remain in the main room to observe. Observers can take notes or contribute in a shared document.
- Rotating Roles: Switch participants periodically so multiple students get the chance to participate in the fishbowl and as observers.
- Small Classes: If the class size is small, assign everyone a role, such as discussion participants and active note-takers who document key points.
- Recorded Sessions: Record the fishbowl discussion for further reflection and analysis, allowing students to revisit the dialogue for deeper understanding.
Fishbowl discussions can be tailored for various subjects, from analyzing literary themes in an English class to conducting a live critique of experimental methods in a science course.
Sources and Attribution
Primary Sources
This section is informed by and adapted from the following sources:
- University of Waterloo, Centre for Teaching Excellence. Active Learning Activities.
- Available at: Waterloo CTE
Use of AI in Section Development
This section was developed using a combination of existing research, expert-informed insights, and AI-assisted drafting. ChatGPT (OpenAI) was used to:
- Synthesize best practices for active learning strategies into a cohesive and accessible guide for instructors.
- Clarify approaches that promote student engagement, participation, and deeper learning.
- Enhance readability and coherence, ensuring that active learning techniques are both research-based and practically applicable in face-to-face and online classrooms.
While AI-assisted drafting provided a structured foundation, all final content was reviewed, revised, and contextualized to ensure accuracy, alignment with research, and pedagogical effectiveness. This section remains grounded in institutional best practices and respects Creative Commons licensing where applicable.
