STRATEGY FOCUS
FISHBOWL
PURPOSE
Fishbowl is a strategy for organizing whole class discussions. Students are seated in either an inner or outer circle. In the inner circle, or “Fishbowl,” students discuss content; students in the outer circle listen to the discussion and take notes on the content and/or the process. The students in the inner circle practice active listening and are given the opportunity to hear and respond to multiple viewpoints. This structured student to student dialogue strategy includes students responding to questions and asking informed questions about the content.

PROCESS
- Choose a central topic or text that is open-ended to provide responses from multiple viewpoints. The strategy can be used as a before, during, and after reading strategy. If students are being introduced to new content or discussing familiar content, they should come to the discussion prepared to actively engage in the strategy.
- In the inner circle, four to five students will be seated in a “fishbowl.” The other students will create an outer circle around the inner circle. Only the students in the inner circle are allowed to talk. It is important that students in the inner circle interact with the other circle members with respect and interest in the content discussion.
- The outer circle will be instructed to demonstrate reflective behaviors using Writing to Learn to support both comprehension of the information and to make note of the student behaviors during the process.
- A facilitator (teacher or student) will pose questions during the discussion to support comprehension of the content and to model how to ask informed questions about the content. The facilitator does not participate in the actual discussion itself.
- Students will rotate in and out of the fishbowl throughout the discussion. This may be teacher directed or student directed. A person in the inner circle may indicate they are ready to transition into the outer circle and vice versa. Monitor accordingly.
- Once the discussion is over, provide time for students to reflect on the process and their participation as an observer and a discusser.
PROBING QUESTIONS
CONSIDERATIONS
- What observations did you make as you observed the strategy in progress?
- How did you feel as a member of the inner circle?
- How did you feel as a member of the outer circle?
- What was something you learned as a result of the strategy?
- Students may be given the opportunity to use Writing to Learn to respond to the topic and to generate additional questions prior to engaging in the strategy.
- Students may be grouped in smaller inner and outer circles for simultaneous discussions.
- Students may need to hear example questions and responses so that they can actively engage in the activity and at high levels.
- Students in the outer circle may use a rubric or checklist to provide feedback to participants in the inner circle.
- Students in the inner circle may conduct a demonstration to explain to the outer circle how something works or is performed.
SCAFFOLDS
General Scaffolds
- Use the Gradual Release model (I do/you watch, I do/you help, you do/I help, you do/I watch to provide scaffolding for students.
- Create a list of question starters for students to use until they can create questions on their own.
- Model an example of what a verbal response might look/sound like prior to asking students to engage in strategy.
- Give students opportunities to practice paraphrasing before using this strategy.
- Provide additional wait time for students to process, think, write, read.
- Provide sentence stems and frames to help students engage in Academic Dialogue with their peers. Examples:
- What if…
- I think I heard you say…
- What does ___ make you think of?
- I agree/disagree with you because…
- Others may say that, but one could argue…
- What if…
Scaffolds for Multilingual Learners
Entering/Emerging:
- Provide visual support (e.g., posters, photographs) for students to name and briefly describe objects, people, or places.
- Provide sentence stems and frames for stating main ideas and/or restating details of content-related topics, as well as connecting ideas to one’s experiences (in home language and English).
- Provide time for students to think and create an oral response (in home language and English).
- Model appropriate nonverbal behaviors to show engagement and listening.
Developing/Expanding:
- Provide examples of transitions to help students connect ideas.
- Model examples of paraphrases and summaries that are presented orally
- Provide sentence stems and frames for questions.
- Provide frequent opportunities for students to participate in both structured and less structured dialogue.
- Provide examples of clarifying questions that students might ask.
- Model how to generate new questions to maintain conversations.
Bridging/Reaching:
- Model how to categorize details of main ideas seen and heard in videos and other technologies.
- Model how to sequence a series of illustrated events from oral passages.
CONTENT APPLICATIONS
SCIENCE
Before reading an article on natural selection, students will discuss the question “Why do some species survive while others cease to exist?”
ENGLISH LANGUAGE ARTS
After listening to a motivational speech, students will discuss the question “What made this speech effective?”
WORLD LANGUAGES
After watching a video about demonstrating culturally appropriate behaviors while traveling to Spain, students will discuss the question “Why is it important to demonstrate culturally appropriate behaviors when traveling?”
MATHEMATICS
After completing a unit involving theorems, students discuss how to write/complete proofs involving the theorems.
SOCIAL STUDIES
After learning about culture, students discuss their ideas about how culture shapes our society and affects our lives.
CAREER & TECHNICAL EDUCATION
After watching a video in a business class about discrimination and harassment in the workplace, students discuss why it is important to understand appropriate workplace conduct.
HEALTH & PHYSICAL EDUCATION
Before a study on poor nutrition and health risk factors, students will discuss the question “What responsibility, if any, do fast food companies have to their consumers about nutrition and health risk factors?”
VISUAL & PERFORMING ARTS
Students discuss, “How do life experiences influence the way you relate to art? How does learning about art impact how we perceive the world?”
