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close this bookTeacher Training: a Reference Manual (Peace Corps, 1986, 176 p.)
close this folderChapter 1 what a teacher trainer needs to know
close this folderTraining techniques
View the document(introduction...)
View the document1. Ice Breaker:
View the document2. Brainstorming:
View the document4. Demonstrations:
View the document5. Games/Simulations/Structured Experiences:
View the document6. Small Groups (Diads, Triads, and More):
View the document7. Role Play:
View the document8. Fishbowl:
View the document9. Field Trips:
View the document10. Interviews:
View the document11. Panels:
View the document12. Case Studies:
View the document13. Critical Incidents:
View the document14. Micro-teaching:
View the document15. Peer Training:

8. Fishbowl:

Purpose: To provide participants with an active observation and analysis exercise that allows them to witness and critique a staged situation.

Description: One small group is situated in the center of a larger group so that the outer group can observe and analyze the interactions of the inner group. Participants may observe a role play or an actual situation such as a discussion or a planning meeting. This allows one group of participants to evaluate a given situation from the outside by seeing it enacted in a precise manner by another group of participants. It differs from a role play, which focuses on the feelings and reactions of the role-playing participants, in that the focus is on the observation and feedback that is done by the outer group to the information supplied by the inner group. Situations might include teacher/student behavior in the classroom, interaction between administrators and teachers, decision making or problem solving. Again, the purpose is to practice observation of a group activity and have the opportunity to give and receive feedback on that process. (For more information on giving and receiving feedback see the section on Collaboration Skills).


a. Trainer divides participants into inner and outer group.

b. Inner group openly discusses or acts out situation (developed by trainer or participants).

c. Persons in the inner group are active while the outer group listens and observes behavior. Specific observation roles may be assigned to outer group members.

d. Outer group gives feedback to inner group about what they saw.

e. Trainer facilitates analysis of behavior witnessed in inner group.