• To make sure all students participate in a discussion,
• To develop strong speaking and listening skills,
• To encourage reflection on and assess the elements of a good discussion or
• To provide a useful process for discussing controversial or difficult topics.

• No special requirements for this approach.

The following workflow is meant to guide how to facilitate a Fishbowl Discussion active learning activity within a classroom.

Pre-Class

• Identify an engaging question or problem that has many potential responses. Try responding to the question yourself.
• Develop guidelines for students to assess the quality of the discussions.
• Determine how groups will be formed.

In-Class

• Organize students into groups of 3-5 members.
• Present students with the topic to discuss or debate.
• Provide students with guidelines for listening to and participating in the discussion.
• Provide students with time (up to 5 minutes) to gather their thoughts before beginning.
• Begin the discussion by calling attention to the performance of one group. 
• Students organize themselves into groups around the room.
• The other groups take notes. In some situations, students are given time to ask the participants questions.
• Groups provide feedback on presentations.
• Once the discussion is complete, refocus the class on the performance of the next group.
• When fishbowl time is up, facilitate a debrief. Students should reflect on the strengths and weaknesses of each discussion, the quality of their performances, and what they learned from the activity. A fishbowl assessment form may facilitate the debriefing.

Post-Class

• Review the outcomes of the activity.

• None

• None

The Fishbowl Discussion technique is a great way to encourage active participation, facilitate structured discussions, and ensure that all students have an opportunity to contribute. Here's how you can apply it in a college classroom with various examples:

1. Socratic Seminar on a Controversial Topic

• Objective: To engage students in thoughtful, critical discussions of a controversial topic.
• Example: In a philosophy or political science class, use the Fishbowl technique to discuss a provocative topic such as "Should governments have the right to restrict freedom of speech to prevent hate speech?"
• How it works:
  • Set up two concentric circles—an inner circle (the "fishbowl") with 4-5 students actively discussing, and an outer circle with the rest of the class observing.
  • The students in the inner circle debate the topic, while those in the outer circle listen.
  • After 10-15 minutes, switch students between the inner and outer circles, allowing others to contribute.
  • Conclude with a class-wide debrief where students reflect on the discussion, both as participants and as observers.

2. Literary Analysis of a Text

• Objective: To analyze and interpret a literary work from different perspectives.
• Example: In an English literature class, students could use the Fishbowl technique to analyze the themes and characters in a novel (e.g., The Great Gatsby).
• How it works:
  • The inner circle discusses key themes such as the American Dream or the concept of love and materialism in the novel, focusing on how these themes shape the characters.
  • The outer circle observes, taking notes on the points made by the inner circle.
  • After a set time, students in the outer circle can join the inner circle to offer new perspectives, while some in the inner circle move to the outer circle.
  • Conclude by discussing the diverse interpretations of the text.

3. Case Study Analysis in Business or Economics

• Objective: To critically analyze a business case or economic issue and propose solutions.
• Example: In a business management class, students could use the Fishbowl technique to discuss a case study about a company facing ethical challenges (e.g., Nike and sweatshop labor).
• How it works:
  • The inner circle debates potential solutions, such as changes in supply chain practices, public relations strategies, or ethical policies.
  • The outer circle listens and takes notes on the suggestions made in the inner circle, paying attention to different viewpoints.
  • After 15-20 minutes, swap the inner and outer circles, allowing students to contribute new ideas or critique the current solutions.
  • Wrap up the discussion by evaluating which proposed solutions seemed most viable, considering both ethical and practical aspects.

4. Debate on Ethical Dilemmas

• Objective: To engage students in ethical reasoning and moral philosophy.
• Example: In an ethics class, students could debate the dilemma of "Is it ethical to use surveillance to ensure public safety?"
• How it works:
  • The inner circle discusses various arguments for and against the use of surveillance, with some students representing a pro-surveillance stance and others representing a counterargument.
  • The outer circle observes, noting key points and identifying areas of agreement or disagreement.
  • After the initial discussion, switch students between the inner and outer circles to expand on the debate and include more perspectives.
  • End with a reflection on how ethical frameworks (utilitarianism, deontology, etc.) influenced their views.

5. Role Play of Historical Events

• Objective: To explore and debate historical events from different perspectives.
• Example: In a history class, students could use Fishbowl to debate a key historical event, such as the signing of the U.S. Constitution or the decision to drop the atomic bomb on Japan.
• How it works:
  • The inner circle represents different historical figures or groups (e.g., Federalists, Anti-Federalists, or members of the Japanese government during WWII).
  • Each student in the inner circle presents their character's viewpoint on the event, drawing from primary sources and historical context.
  • The outer circle observes, noting the perspectives discussed and any gaps or overlooked viewpoints.
  • Switch roles and perspectives after a set period, allowing students to explore multiple aspects of the event.

6. Debate on Environmental Issues

• Objective: To explore different sides of an environmental issue, encouraging problem-solving.
• Example: In an environmental science class, students could discuss a specific issue such as "Should fracking be banned in the U.S.?"
• How it works:
  • The inner circle discusses the pros and cons of fracking, considering environmental, economic, and social impacts.
  • The outer circle observes and may jot down questions or counterpoints.
  • After a few rounds, the outer circle can enter the inner circle to ask questions or offer new perspectives.
  • Conclude by discussing what the most compelling arguments were, and whether a middle ground or compromise is possible.

7. Philosophical Debate on Free Will vs. Determinism

• Objective: To explore deep philosophical concepts and develop reasoning skills.
• Example: In a philosophy class, students could discuss whether humans have free will or if their actions are determined by biological, social, or environmental factors.
• How it works:
  • The inner circle engages in a debate about free will and determinism, using philosophical arguments from thinkers like Kant, Sartre, or Skinner.
  • The outer circle listens and takes notes on how different students interpret the concepts.
  • After some time, students in the outer circle can challenge the arguments or ask clarifying questions, while the inner circle changes composition.
  • Wrap up by considering how these concepts apply to real-world issues, such as criminal justice or personal responsibility.

8. Analyzing Media Coverage of Social Issues

• Objective: To critically assess how different media outlets cover social issues.
• Example: In a communications or sociology class, students could analyze how the media has covered a social issue, such as racial inequality or climate change.
• How it works:
  • The inner circle discusses the different narratives, biases, and perspectives presented by various media sources.
  • The outer circle observes, making note of patterns in media framing and language used.
  • After a set time, students in the outer circle contribute new insights or challenge the views discussed in the inner circle, and the composition changes.
  • End with a class discussion on how media can shape public perception of social issues.

9. Discussion of a Current Event

• Objective: To encourage students to engage with and critically analyze current events.
• Example: In a political science or international relations class, students could discuss a recent geopolitical issue, like the war in Ukraine or climate change negotiations.
• How it works:
  • The inner circle discusses different viewpoints on the current event, considering historical context, policy implications, and global perspectives.
  • The outer circle observes and takes notes.
  • After some time, the outer circle can join the discussion to introduce new information or alternate viewpoints.
  • Wrap up with a class-wide reflection on how perspectives may differ based on culture, country, or political ideology.

These examples show how the Fishbowl technique can be applied across different subjects and encourage active, inclusive discussions. The key benefit of the technique is that it gives every student a voice—both through participation in the inner circle and through observing in the outer circle. It fosters critical thinking, reflection, and deeper engagement with course content.

• Louisiana State University. Active Learning While Physical Distancing. URL: https://go.wisc.edu/03oyks.
• OpenAI. (2024). ChatGPT [Large language model]. https://chatgpt.com