Active Learning Strategies: Fishbowl

A fishbowl is traditionally a classroom discussion group divided into two parts: the "inner circle" or fishbowl, consisting of four or five people who discuss a topic, and the "outer group," consisting of up to 20 people who observe. This strategy is effective in facilitating discussion and can be modified for use in the online classroom in a variety of ways.

  1. The instructor assigns 4 or 5 students to the fishbowl (on the discussion board) to discuss a specific topic, answer a question or solve a problem.
  2. The remaining students observe and comment on both the process and content of the discussion.
  3. At a designated point, the instructor then selects a new group and new topic for the fishbowl.


  1. Students are asked to submit one question concerning the course material in a specific module for the "fishbowl" (discussion board, digital drop box, email, etc.).
  2. At a designated point, the instructor assigns questions to groups of 4-5 students for discussion while the remaining students observe and comment on both the process and content of the discussion.


The following sample module is in a beginning medical-surgical nursing course. One of the learning activities is the fish bowl.

RNSG 1431 - Principles of Clinical Decision Making

Nursing Care of the Individual Experiencing Fluid and Electrolyte Imbalances

Module Objectives: 
  1. Identify the distribution of water in the body.

  2. Calculate fluid gain or loss.

  3. Identify the major anions and cations in the fluid compartments of the body.

  4. Define the terms related to body fluid chemistry.

  5. Define the mechanisms controlling fluid and electrolyte movement.

  6. Describe the forces creating fluid movement in capillaries.
  7. Describe fluid movement between extracellular fluid and intracellular fluid.
  8. Identify the role of each organ or gland involved in the regulation of water balance.

  9. Discuss the relationship of sodium and volume imbalances.
  10. Discuss signs and symptoms exhibited by a patient experiencing gains and losses of sodium and volume.

Learning Activities: 

Review module objectives.


  • Lewis, Ch. 15. pp. 323-350.

Complete the following exercises:

  • Review the terms on the vocabulary list.
  • Review handout on Laboratory Tests.
  • Use this handout to review fluid and electrolyte imbalances
  • Complete the case study. Compare your answers to the ones provided at the end of the case study.
Submit your #1 question related to fluid and electrolytes to the digital drop box by 5 p.m. on Tuesday. The instructor will post fishbowl assignments by 8:00 a.m. on Friday.
Review module objectives and check for knowledge gaps.
Complete "Fluid Balance" quiz.


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