Goldfish Bowl Discussion Strategy: Explanation
A goldfish swims about in its bowl, visible to anyone who walks past.
The glass is no defence against the prying eyes of the world!
Goldfish Bowl takes this notion and applies it to discussion.
It works as follows:
Learners sit in two concentric circles.
We will refer to these as the inner and outer circles.
A question is introduced. This forms the basis of the discussion.
The teacher sits in the inner circle and begins the discussion with the learners who are also sat in that circle.
The learners sat in the outer circle listen to the discussion and take notes. These should focus on what is being discussed and what the learners hear that is of interest.
After sufficient time has elapsed (this will vary depending on the learners and what is being debated) the teacher stops the discussion.
At this point it’s the turn of those learners sat in the outer circle.
They have been watching and listening to the discussion – looking through the glass of the goldfish bowl, as it were.
These learners should now discuss what they’ve heard and observed.
They should offer contributions that:
- Demonstrate why comments made by the inner circle were strong or weak.
- Identify in what direction the discussion is going and suggest whether this is likely to be fruitful or whether a new direction may prove a better option.
- Highlight areas that have yet to receive any coverage.
- Analyse the general strengths and weaknesses of the discussion up to this point.
- Suggest ways the discussion could be improved.
Following the completion of the outer circle’s discussion, the teacher can invite members of the inner and outer circles to swap places.
The original discussion then recommences with the roles reversed.
Alternatively, the circles can remain as they were, with the inner circle picking up its original discussion and acting on what has been said by the outer circle.
Goldfish Bowl Discussion Strategy: Example
Topic: The ethics of animal research
The class divide into two circles and the teacher introduces the question, ‘Is it wrong to experiment on animals?’
Learners in the inner circle are given a couple of minutes to consider their thoughts on the issue.
Meanwhile, the teacher outlines to those pupils sat in the outer circle what it is that they should be looking for in the discussion and the kinds of contributions that will later be expected from them.
The discussion begins with the inner circle, led by the teacher, debating the various arguments that can be made for and against animal testing.
Learners in the outer circle take notes, based on that which they have been told by the teacher at the start of the discussion.
After sufficient time has passed, the first discussion is stopped, and the outer circle takes up the baton.
The activity then continues as detailed above.
Goldfish Bowl Discussion Strategy: Extensions and Developments
- Learners work in pairs. Each member of the inner circle is paired with the person sat behind them in the outer circle. When the first discussion is stopped, the pairs get together and the member of the outer circle provides feedback to their partner. The discussion starts up again and the member of the inner circle tries to make use of the information their partner has provided.
- The inner circle is asked to lead its own discussion. The teacher then joins the outer circle and shares their task: listening to and observing the inner circle’s discussion and making notes that will be used when it is time for feedback.
- A simpler version involves putting learners in groups of five. Two learners sit in the middle and discuss the question (they are inside the goldfish bowl), while the other three learners sit on the outside and observe the discussion. These learners then feed back on what they’ve seen and heard. If you use this method, you can repeat it a few times with different questions. This means learners can swap roles in their groups, giving everyone a chance to be inside and outside the goldfish bowl.
