This post originally appeared on the blog The Daring English Teacher.
Organize Your Classroom: You will want to prepare your classroom for the discussion. Typically, I place two tables or four desks in the center of the room. That is my fishbowl. During the discussion, four students will sit in the middle of the room and answer and discuss the topic questions. The rest of the tables and desks in the room are arranged in a circular pattern around the fishbowl. That way, just like people look at the fish inside a fishbowl, the rest of the students in the classroom are looking at the students who are actively participating in the discussion. At the front of the room, or at the top of the fishbowl, I usually place two desks or one table. This is designated as the “hot seat.”
Prepare Your Students: In order for the fishbowl discussion to be effective, students need to be prepared for the discussion questions, and that is why this activity works very well as a review activity. Typically, a couple days before the discussion, I will assign my students about 20-30 review questions to help them prepare for the discussion and the end-of-unit test. Open-ended questions that require evidence and explanation and opinion-based questions typically work best for the discussion. When students can either agree with one another or disagree, the discussion will be more powerful. The day before the discussion, I will have my students either work in groups to answer the questions, or I will conduct some sort of collaborative activity (gallery walk, question jigsaw, or review stations) that requires students to answer the questions.
Conduct the Fishbowl Discussion: Before I begin the fishbowl discussion, I print out the review questions and cut them up into little strips. I then fold each strip a couple times and place them in some sort of bucket. I use my small bucket from the Target Dollar Spot. I then explain the fishbowl procedures to my class: each student must speak at least once; each student must contribute something meaningful to the conversation that demonstrates their knowledge and understanding of the content; only the “fish” inside the fishbowl can answer the discussion questions and participate in the conversation; students sitting in the outside circle can participate at anytime as long as they move to the designated “hot seat” location; only two students may occupy the “hot seat” location at a time; all students need to be respectful at all times; and once the fish inside the fishbowl are satisfied with their answers, they must tap in a student from the outside circle that hasn’t been inside the fishbowl yet. I also explain to my students that they are being graded based on their responses, and that in order to receive full credit, they must contribute something meaningful to the discussion.
Usually right before I begin this activity, I provide my students with some sentence starters and sentence frames to help them properly agree or disagree with their classmates. I want to model to them proper communication strategies that will help them in college and in the work force.
Sentence Frames for the Fishbowl Discussion
“While I agree with ______ about ______, I also feel that_______.”
“I respectfully disagree with _____ about his/her stance on ______ because I feel that ______.”
“Adding onto ____’s contribution, I would also like to say ________.”
“While _______ has a great point, I believe that _________.”
“While I can see why _______ said _______, I think differently because _______.”
Holding a fishbowl conversation in your classroom is a great way to get all of the students involved in a classroom discussion. It is also a great way to help students learn difficult concepts and prepare for upcoming tests. Additionally, having fishbowl conversations in class helps students open up and share their thoughts because even though they are sharing their thoughts and answers with the entire class, the intimate setting of the four seats in the center feels more like an intimate conversation that a classroom presentation.
If you enjoy holding fishbowl discussions in your classroom, you may be interested in my Socratic Seminar resource. This resource will help prepare your students for Socratic Seminars and fishbowl conversations. Teaching in a digital classroom? You might be interested in my SMARTePlans Digital Socratic Seminar.
The Daring English Teacher is a high school English and journalism teacher in Southern California. She has a passion for creating educational resources to help teacher help their students succeed. Anticipating teachers’ growing need for digital-based resources, The Daring English Teacher created SMARTePlans, a line of interactive, Google-based teaching resources for secondary English teachers. She has her Master of Education. You can read about how she uses technology in her classroom on Facebook, Twitter, and her blog.