Fishbowl: Student-led “Forum” Discussions

Fishbowl

Think of people standing around a free-standing tank at an aquarium. There may be a few fish in the tank, and there may be a lot more people standing around than there are fish. The people are watching everything the fish do, even discussing what the fish are doing. The fish are swimming around, possibly communicating in subtle ways that are beyond the watchers. But there is basically no communication between the fish inside the tank and the people observing them. That is the general idea behind Fishbowl.

Fishbowl for WP

Three or four “fish” sit facing each other in the center of the classroom. They form the fishbowl. The rest of the students position their seats around the fishbowl as observers. The “fish” discuss the assigned topic, while outside the tank the observers listen to what the fish are saying, take notes, and jot down questions to ask the fish later. As in any discussion, the fish make supportable statements, ask each other questions, request clarification, respond to remarks, extrapolate, etc.

At the conclusion of the discussion, observers interact with the fish, unlike with real fish in real aquaria. The observers ask for clarification on points made by certain fish or respond to statements made by any fish; they comment on any question or discussion point, or add examples of their own that support or refute a fish’s comments. In addition, the observers comment on the mechanics of the discussion, and offer ways to improve fish interaction.

To get started, the instructor can introduce the concept of Fishbowl to the class the day before. The topic of discussion is presented, and reading (or research) is assigned. Students prepare for the discussion, as none of them know who will be a fish. The next day, the instructor announces the fish, and the observers move their seats into a circle around the fish in the center.

The first time or two, ask for volunteers. After that, select students of mixed ability levels, or a mixture of less talkative and more talkative students to be the fish.

So what happens during Fishbowl?

The instructor is not the one doing the teaching. The instructor may moderate and sum up, but the teaching is done by the students.

  • Students learn that there is not necessarily one right answer.
  • Students learn that they have something to share, and that they can learn from each other.
  • Students learn to critique and to take constructive criticism.

How can Fishbowl be used with younger learners?

In Kindergarten through third grade, Fishbowl could be used for Show-and-Tell activities. As the Fish discuss each other’s Show-and-Tell, the Observers might find they have more questions. The discussions might stimulate Show-and-Tell ideas for students who have difficulty coming up with something to share.

Fishbowl can be used to discuss a reading passage or a story the teacher just read. It can be used to discuss history or science concepts, and even explaining how to do an arithmetic skill or solve a word problem.

Implementation

Fishbowl is easy to implement, but may take several tries before all students are comfortable with it and are learning together. However, the possibilities of Fishbowl and other collaborative learning techniques are only limited by the combined imaginations of the teacher and students. And the best part is, collaborative learning techniques make the teacher’s job a lot easier in the long run.

Some parameters:

  1. Make certain there are “rules” of participation in place, such as talking out of turn, watchers not interrupting fishbowl participants, showing respect for each other, tolerating different views, etc.
  2. Older children can participate in discussions for longer periods, but it is OK to limit the time in the fishbowl to 15 to 20 minutes. Even with discussion afterwards, it is still possible to get in a second round of “fishbowl” with fresh participants. Just leave enough time at the end of the class period for summation and closure.
  3. Younger children may need only 5 minutes per “fishbowl” activity group, allowing either more fishbowls to be formed or time for follow-up or different activities.
  4. If older students can “tolerate” more than one fishbowl occurring simultaneously, that’s fine–as long as the teaching staff is willing to split its attention among multiple groups.
  5. Often, special education students–especially those with attention and/or behavior problems–need closer monitoring. It is a good idea for a classroom adult to be standing/sitting near the most problematic student(s) to provide behavior cues, if needed.

Fishbowl works as well at the university level as it does at the pre-school level, with certain adjustments–such as number of independent groups, length of discussion period, age-appropriate and lesson-appropriate topics. You as the class educator know your students best and know what the students can handle.

Outcomes:

Students are more apt to come to class prepared. Students are responsible for reviewing material before class, and will often be more prepared than if all they have to do is sit through a lecture. Few students want to undergo the embarrassment of being “clueless” if they are part of the discussion.

Students practice discussion techniques and general forms of inquiry as they participate inside the fishbowl or outside.

Students develop listening and questioning skills.

Students learn aspects of critical thinking skills as they learn to question certain assertions, especially if what a fishbowl participant says is not the interpretation of the material that another student–within or outside the fishbowl–understood during preparation (or even listening).

After a while, students develop self-confidence in their academic work, whether related to the reading/preparation material or from the proposition of a new idea.

Creative thinking might follow, as long as ideas flow from the preparatory material or from internet/library searches. Outside material should be backed up with references and, if possible, examples.

And there are more positive outcomes that are too numerous to mention.

Fishbowl encourages freedom of expression. This is a single technique among many that allow students to freely discuss and academic/school-related social topics. It leads to exploration without a teacher intervening and telling the student he/she is wrong. So long as the discussion is on topic, allowing the students to monitor the rules to the greatest extent possible can help more shy students gain some confidence in what they know, even if it comes from personal experience or something seen on the TV or internet.

Feel free to contact me with questions about Fishbowl. Other techniques will be posted in the future.

 

#educ_dr

I’m Ba-ack!

This post is an explanation of my absence, and a preview to anticipated changes over the next several months.  Read on…

It has been a while since I’ve posted anything.  A few days ago, when I tried to enter a new post, I discovered it had disappeared.  All I could think about was years’ worth of data down the tubes.  Quite a bit of activity involving this site occurred during the past several months, it turns out, which collectively resulted in the site “going away” temporarily.  No, I didn’t miss any payments; and no, I didn’t accidentally wreck it myself. Here’s what happened.

Recently, this site was to be updated by someone, a professional site developer and marketing person who also happens to be a relative. Instead of being updated, the site was basically destroyed.  My suspicion is that the updater was less familiar with the site configuration than she believed herself to be.  Unfortunately, she did not want to admit this and made the classic “young person’s” mistake of not backing up the site before “updating” it.  I was afraid I would need to start all over again.  However, between WordPress and GoDaddy (where I host this site), enough backup information was available from the last successful post on this site that everything was restored.  (Hooray for WordPress and GoDaddy!!)  From now on, all changes will be done by me, regardless of my limited computing skills. Both companies offer plenty of resources and certified web site developers that, if I get frustrated, professional help is available.

Another reason for no activity here: a month or two ago, a serious illness knocked the wind out of my sails, leaving me unable to work much on the computer at all, much less at almost anything else.  Although I still have more “off” days than “on” ones, I’ve made the decision to concentrate on my blogs and the distribution of information related to education, and stop worrying about consulting.  There will be some changes to the way the site looks as well as the way the site operates.  However, the information will be as up to date as possible, and I hope to reach not only education professionals, but also parents and other professionals who work with children.  Features I hope to add include webinars and recorded videos targeted at learning problems and behavioral issues.  There will be guest blogging professionals, both in text and visual media.  Links to related reading and other materials and resources will be increased for your convenience.  These changes will take place gradually, so don’t expect everything at once.  As I said, I’m no longer a professional computing person, and it will take some time to get everything up to speed.  But updating this site will be as much a learning experience for me as a way to share what I know, especially about special education and behavioral issues.

So please bear with me as this site gradually develops into something more useful to all of us.  Thanks for your patience with me and support for the posts to date.  Without your readership, this blog would have folded long ago.

Watch for the changes!

Mostly, watch for my next posts that might be important to you and your students or offspring.

#educ_dr

Free Teaching Tools from Digital Learning Day

Teachers, for those of you counting down to Digital Learning Day (6 days and counting down…), here are some lessons, complete with plans, that have been developed for the DLD Team.  I received them as part of an organizational email, and thought you might be interested. The links are active, but will probably take you to a registration page.  The registration is free, and the lessons may be created by some of the Alliance for Excellent Education sponsors, along with some interesting advertisements from sponsors, such as Intel.  However, the materials and ideas included are interesting and useful, and offered with lesson plans(!).  For many of educators, paging down through some ads is worth the materials that are offered.

Enjoy!

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Awesome, Brand-New, Interactive Science Lessons Available!

In addition to the great ideas you will find in the teacher toolkits, the Digital Learning Day team is pleased to offer Digital Learning: Lessons in Action. These lessons incorporate multiple strategies with digital learning, such as collaboration, personalized learning, project-based learning, flipped classrooms, virtual access to experts, and simulations.

Check them out at Try a Lesson Now! If you like what you see, try one of these lessons and blog about it as we lead up to Digital Learning Day. Join the tens of thousands of educators who will tailor these lessons for use in their classrooms on Digital Learning Day and beyond.

Successful Student Book Review Blogging – In order to promote independent reading and scaffold the language arts curriculum, students write and post book recommendations on their school-based book review blogs. 
Video Introduction   Lesson Plan

Visual Book Report – Students will use primary source images or videos in order to create a book report/book trailer.
Video Introduction   Lesson Plan

SAT Comic Strips – Students will utilize technology to create vocabulary comic strips in order to demonstrate their nuanced understanding of a selected vocabulary word. 
Video Introduction   Lesson Plan   Sample  Rubric   Virtual Gallery   Vocabulary Usage   Analyzing Stereotype

### And these arrived today…

More Free Teaching and Learning Resources from Intel®:

  • Tools for Student-Centered Learning create active learning environments where students can engage in discussions, analyze information, pursue investigations, and solve problems. You’ll also find free teaching resources, including lesson plans, assessment strategies, and technology-enriched project ideas for all K–12 subjects.
  • Intel® Teach Elements—Online Professional Development Courses help K–12 teachers of all subjects learn to engage students with digital learning, including digital content, Web 2.0, social networking, and online tools and resources. This professional development empowers teachers to integrate technology effectively into their existing curriculum, focusing on their students’ problem solving, critical thinking, and collaboration, which are precisely the skills required in the high-tech, networked society in which we live. Intel Teach Elements courses are free, just-in-time online courses that you can experience anytime, anywhere, and are designed to prepare teachers for transition to the Common Core State Standards.

Awesome, Brand-New, Interactive Lessons Available!
We encourage you try one of these lessons and blog about it as we lead up to Digital Learning Day. Join the tens of thousands of educators who will tailor these lessons for use in their classrooms on Digital Learning Day and beyond. Try a Lesson Now!

Today’s lessons are:

Hunger Games: Avoiding the Path to Panem – After reading the novel and researching their social, poliitical, environmental, or economic theories of why Panem occured, students write an informative essay.
Video Introduction    Lesson Plan

Inquiring Curiosity and Developing Inquiry Based Research Projects – Effective ways to ignite curiosity at the beginning of inquiry based research projects.
Video Introduction    Lesson Plan

#educ_dr