Learn at a Distance

Fishbowl is a discussion strategy that focuses on both student-centeredness and listening skills. In a face-to-face classroom, you would arrange the students into a small group in the center of an outer ring. Students in the center would have a discussion and the students in the outer ring would observe. Students would rotate in and out of the participant and observer roles during the fishbowl. You would act as the facilitator of the discussion. An essential part of the fishbowl is the effectiveness of the questions. You may want to use Bloom’s Taxonomy of the Cognitive Domain as a guide. This short video describes the Fishbowl technique in greater detail.

A Fishbowl Discussion is a structured dialogue method that encourages deep engagement, active listening, and dynamic participation. In this format, a small group of students initiates and sustains a discussion while the rest of the class listens attentively from the “outer circle.” Periodically, observers rotate into the discussion, taking the place of one of the speakers, ensuring that multiple perspectives are incorporated over time. This structured approach promotes thoughtful contributions while discouraging the dominance of a single voice, making it particularly effective for exploring complex, multi-faceted topics.

The Fishbowl method has its roots in Socratic dialogue and collaborative learning theories, emphasizing the value of constructivist learning—a model where knowledge is actively constructed rather than passively received (Vygotsky, 1978). Research on active learning environments suggests that structured discussion formats like the Fishbowl increase student engagement, foster critical thinking, and encourage more equitable participation (Brookfield & Preskill, 2016). The rotating nature of the discussion helps students build confidence in speaking while reinforcing the importance of listening before responding.

In a synchronous online environment, the Fishbowl model can be adapted through breakout rooms in video conferencing platforms like Zoom or Microsoft Teams. The inner circle—the active discussants—participates in the main room, while the outer circle observes. At set intervals, a pre-determined structure or a facilitator prompts certain students to swap in, ensuring that everyone contributes at some point. This approach ensures real-time dialogue, immediate feedback, and spontaneous critical engagement, simulating a live classroom discussion.

For asynchronous learning, the Fishbowl format can be replicated using discussion forums or video-based platforms like VoiceThread or Flip. Students in the “inner circle” initiate a discussion through video or written posts, while the “outer circle” observes and later responds with reflections or counterpoints. The structured exchange mirrors the conversational flow of a live session while allowing students to engage at their own pace. In this setting, students have more time to process ideas, compose thoughtful responses, and engage in deeper analysis, which can be especially beneficial for learners who need additional time to articulate their thoughts (Hew & Cheung, 2013).

One of the most powerful aspects of the Fishbowl Discussion is its ability to model active listening and civil discourse. By requiring students to listen attentively before contributing, it discourages reactionary responses and promotes more deliberate, reflective engagement. Research has shown that structured discussion formats like Fishbowl enhance comprehension and argumentation skills because they require students to build on previous contributions rather than simply stating their own opinions in isolation (Mercer, 2000).

Ultimately, the Fishbowl Discussion serves as an effective bridge between student-led discourse and instructor-facilitated learning, allowing students to take ownership of their ideas while maintaining a structured, respectful, and interactive environment. Whether implemented synchronously or asynchronously, it creates a space where ideas evolve collaboratively, fostering critical engagement, diverse viewpoints, and a culture of inquiry that extends beyond the classroom.

Further reading:

Hew, K. F., & Cheung, W. S. (2013). Student participation in online discussions: Challenges, solutions, and research directions. Springer.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.