The fishbowl activity is a student-centered activity that helps actively engage students with the content presented through group discussions.  It focuses on observation, participation, reflection and problem-solving skills. Fishbowl discussion requires pre-class preparation and students will need explicit instructions to understand the requirements of the activity. This approach was developed in the Juris Doctor program in Graduate School of Business and Law. The program is delivered to both on-campus and online students, and the student cohort is varied, with a range of educational backgrounds, age and experience. This pattern can be implemented in a variety of contexts to enhance skills, including generic communication skills. It is particularly applicable to work integrated learning, as students participate in experiences to prepare them for industry scenarios. Recently, the fishbowl technique (Virtual fishbowl discussion) has been successfully implemented in rheumatology conferences. It is a validated method, fostering open group discussions and engagement of all audience members. By including an expert panel (inner circle) and one empty chair for an alternating audience member, the technique promotes a dynamic and direct exchange with the audience.

The ‘Fishbowl’ role-play approach allows for asynchronous, performance, observation and reflection. It can be combined with online discussion and collaboration using discussion boards or forums. Online ‘Fishbowl’ role-plays can be adapted to suit the technology available. It can be implemented as an asynchronous learning experience using Blackboard, Blogs or Wiki’s or can be adapted to suit synchronous collaboration using a virtual classroom model. Using an asynchronous approach provides the opportunity for students to discourse on theory and practice as the role-play is taking place. In combination with online discussion tools, students engage
throughout the role-play experience.

This pattern engages participants in both theory and reflection.

The student experience will be enhanced by:

Applying theory to the active learning opportunity in the fishbowl role-play
Debating choices made in the role-play
Gain intrinsic feedback from participating in role-play activities
Reflecting on theory and practice.

How does one conduct a fishbowl discussion?

Choose the topic for discussion – (could be an extension from the previous session or incorporated as part of the current session.)
Send students to their small groups. Consider limiting the group size to 3-5 students placed in the fishbowl bowl (inner circle) and the rest of the class in the outside of the fishbowl (outer circle).
The students must be aware of their roles and responsibilities:
Students in the fishbowl are only allowed to speak, offer and discuss their viewpoints.
Students outside the fish bowl are to listen and make notes of the different viewpoints.
Allow the session to continue for 15-20 minutes and then rotate the students in and out of the fishbowl in order to provide opportunity for every student to offer their viewpoints.
At the end get the students to debrief either individually, in pairs or in groups based on their observations of the session.

How to run a virtual remote fishbowl discussion? Begin the Fishbowl discussion by calling attention to the performance of one group.
In Blackboard Collaborate Ultra, ask non-Fishbowl members to turn off their cameras and Fishbowl members to turn on their cameras. This should spotlight the Fishbowl members.
In Zoom, hover your cursor over the students you would like to spotlight as Fish in the Fishbowl. Select the three dots in their window and select “Spotlight for all.” Do this for each student that will be fish in the Fishbowl.
Present the fish with the question again and ask them to begin their discussion or debate.
Non-fish students take notes or use a rubric shared through Google Docs to evaluate the discussion. In some situations, students are given time to ask questions of the participants.
Once the discussion is complete, refocus the class on the performance of the next fishbowl group spotlighted students in Zoom).
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. The debriefing may be facilitated by a fishbowl assessment form.