Fishbowl discussions 

PRACTISING SCIENTIFIC METHODS

• The activity illustrates how to conduct an academic discussion and teaches students observation skills. 

TEACHERS'S PREPARATION

• Prepare a topic for students to discuss in class. This could for example be based on a particularly difficult text.  

STUDENT'S PREPARATION

• Ask students to prepare for the discussion before class, e.g. by reading specific texts.  

PLENUM

(5 minutes)

• Present the activity and topic for discussion. If relevant, present the different roles that the students will be taking on during the discussion, e.g. being text-oriented, playing devil’s advocate.  

• Ask for volunteers to participate in the discussion.  

IN GROUPS

(5-10 minutes)

• The volunteers sit in the centre of the classroom, surrounded by the rest of the class. The group discusses the topic while the rest of the class observes.

PLENUM

(10 minutes)

• After the discussion, both teacher and students can contribute answers, share opinions or give feedback. 

SHOULD THE STUDENTS HAVE A SPECIFIC ROLE?

• Consider whether students should take on a specific role in the discussion, such as being text-oriented, providing different perspectives, or playing devil’s advocate. 

HOW CAN YOU CREATE A SAFE ENVIROMENT?

• Some students may find the activity intimidating, which is why it’s best to ask for volunteers. Consider how to clearly communicate your expectations and take the focus away from the student’s academic performance during the discussion. Consider what else you can do to make the students more comfortable doing the activity. 

REPEAT THE ACTIVITY

• Reduce the pressure on the individual student by repeating the activity so that all students participate in the discussion at least once.

ONLINE

• Carry out the activity online, e.g. on Zoom, where everyone is muted except for those participating in the discussion. Consider whether the whole class or only the group should switch their cameras on during the discussion.