hi people, i want about the fish bowl metho of training.. what it is? how they conduct it? etc.., anyother website to read more about this method okk i want to know byee have a nice time
From India, Vadodara
5From India, Vadodara
The Fish Bowl Technique
Summary
This is a listening game, which is useful for getting detailed views and information from a large group of people.
How To Do It
1. You start off in small groups of between 4 and 6 people, who are tasked with talking about a particular issue. Each group writes down their thoughts and views on a piece of flip chart paper with a marker pen for about 15-20 minutes
2. The whole room then re-groups, moving their chairs into 2 circles: one circle is a large “fish-bowl” round the outside of the room and the other small circle is the “fish” in the middle of the room. This is a listening exercise.
3. The small circle are the fish, and one person from each group should sit in this small circle and tell everyone in the room about what was discussed in their group. One person volunteers to write all new thoughts and ideas added to a flip chart paper in the middle. Fish only speak of new ideas and thoughts that have not already been noted.
4. The large circle is the fish-bowl and these are the listeners – they must listen very carefully to what the fish are saying to check that this is an accurate description of the views put forward by their little groups
.5. Any listener who disagrees with what is being said by the “spokes-fish” of their group can go up and tap them gently on the shoulder. This means that they will swap places.
Useful for Large group of people 40-60 people when you want to get people’s views on a subject. The small groups are useful for talking about difficult issues, which might be sensitive for example health.
.
Not useful Small groups of people or getting specific answers to pre-determined questions.
Equal Rights People with mobility difficulties may need help with re-arranging chairs in the room.
Resources Flip chart paper, marker pens, chairs, tables, time of facilitator.
Time Scale Allow 1.5 hours for this exercise plus time in moving furniture.
HOPE THIS IS USEFUL TO YOU
REGARDS
LEO LINGHAM
From India, Mumbai
Summary
This is a listening game, which is useful for getting detailed views and information from a large group of people.
How To Do It
1. You start off in small groups of between 4 and 6 people, who are tasked with talking about a particular issue. Each group writes down their thoughts and views on a piece of flip chart paper with a marker pen for about 15-20 minutes
2. The whole room then re-groups, moving their chairs into 2 circles: one circle is a large “fish-bowl” round the outside of the room and the other small circle is the “fish” in the middle of the room. This is a listening exercise.
3. The small circle are the fish, and one person from each group should sit in this small circle and tell everyone in the room about what was discussed in their group. One person volunteers to write all new thoughts and ideas added to a flip chart paper in the middle. Fish only speak of new ideas and thoughts that have not already been noted.
4. The large circle is the fish-bowl and these are the listeners – they must listen very carefully to what the fish are saying to check that this is an accurate description of the views put forward by their little groups
.5. Any listener who disagrees with what is being said by the “spokes-fish” of their group can go up and tap them gently on the shoulder. This means that they will swap places.
Useful for Large group of people 40-60 people when you want to get people’s views on a subject. The small groups are useful for talking about difficult issues, which might be sensitive for example health.
.
Not useful Small groups of people or getting specific answers to pre-determined questions.
Equal Rights People with mobility difficulties may need help with re-arranging chairs in the room.
Resources Flip chart paper, marker pens, chairs, tables, time of facilitator.
Time Scale Allow 1.5 hours for this exercise plus time in moving furniture.
HOPE THIS IS USEFUL TO YOU
REGARDS
LEO LINGHAM
From India, Mumbai
hi leo,
first sorry for delayd thanks.. but thanks for the explanaton.. it was a great input... if i need anymore info in that sure i will get back to you soon..
once again thanks
have a nce time
byee
From India, Vadodara
first sorry for delayd thanks.. but thanks for the explanaton.. it was a great input... if i need anymore info in that sure i will get back to you soon..
once again thanks
have a nce time
byee
From India, Vadodara
Dear Srinivasan,
Hope am not late in responding to your query on Fish Bowl method of Training..even i didn;t know what exactly it waz..till i came across this article..
Well in essence what i gather is that stimulating the environment in a such manner that we all learn from each other!!! easier said done but not easy when you reach your workplace...i wud try...
Cheerio
Rajat
Teaching in a fishbowl’
By Shaun Bishop
DAILY BRUIN SENIOR STAFF
As students trickle into Room 11 at Corinne A. Seeds University Elementary School, their faces light up.
They are starting their day at a unique school, though an unassuming onlooker might not know it.
A foursome of girls sits purposefully at a table, drawing with crayons and cutting paper hearts.
A group of boys run past their teacher en route to wooden building blocks across the room.
Laurie Ramirez, chatting with parents and observing, takes it all in.
Ramirez teaches 5 to 7-year olds at UCLA's on-campus elementary school, tucked away between the Anderson School of Business and Sunset Boulevard, a blip on the campus map many don't even know exists.
It seems like any other elementary school, though its upscale facilities, large campus and extensive staff distinguish it from less fortunate schools in other parts of Los Angeles.
JOYCE LIN/daily bruin
Ramirez says UES’s unique methods motivate the children. “The children have a love of learning. They want to come to school in the morning,” she said.
UES is different. It is a laboratory school – a mix of elementary education and research, a teaching triangle of sorts.
The researchers learn from the kids, the kids learn from their teachers, and the teachers learn from and collaborate with the researchers about how to better their practice in the classroom.
It is a school where everyone teaches everyone else.
"The way I describe teaching here to people is it's like teaching in a fishbowl," Ramirez said. "Although it makes it different, it also requires us to always do our best. There's never a day off, which is tiring at times, but always very rewarding."
Ramirez grew up in Brentwood, and went to college at UC Santa Barbara and Cal State Northridge before settling in West Los Angeles. She has a son named Zeke, 4, and a daughter Mardell, 7, who goes to UES.
As she gathers the students together to start class, they sit down to sing a welcome song.
"Good morning, I'm feeling good today. And when I feel this way it makes me want to say ... hooray!" they sing.
A bright-eyed, brown-haired girl joins the group, immediately participating in an ensuing discussion.
"Can we all say good morning to Beth? She came in a little late," Ramirez asks.
"Good morning, Beth."
The school was established in 1882 as a training institute for the state's public school teachers. It became part of the University of California when the state Legislature established the Southern Branch of the UC – which would eventually be UCLA – in 1919, and moved to its current site on UCLA's campus in 1947.
UES's own campus is lush, with buildings arranged around grassy hills, trees and ivy.
Today, it is a center of learning for more than just its students as the official "demonstration school" of UCLA's Graduate School of Education and Information Studies.
Ramirez, who had taught at two other schools before UES, said she found the notion of being observed by researchers appealing.
"To work here and to reflect on your practice and constantly be growing, it's a very rewarding place to work," she said.
Neither private nor public, the school's costs are partially subsidized by the university, and student tuition pays for the rest, though 50-60 percent of students are on some sort of financial aid.
CONNECT, an organization within the graduate school, acts as the liaison between the research world and the elementary school.
It houses a handful of faculty and students who do research at UES, investigating everything from playground relationships to the effectiveness of computer programs in assisting learning.
Anyone who wants to research at UES has to go through CONNECT.
Frederick Erickson, director of CONNECT, said the school is designed as a model of what a good elementary school should be, demonstrating to others the practices that make a school most successful.
He rattles off a variety of statistics: 85 percent of students who start at UES stay until they graduate and go to another school, and 95 percent of students are in the top 25 percentile in math and reading.
"That's what every school ought to look like and they don't. You've got all these disaster stories ... (but) when you provide a school with adequate resources, they do fine," he said.
"It's about being a lighthouse for good practice. There are very few places like this in the country."
Asking someone at UES about the reasons for such success yields many answers.
Don Steiner, director of UES academic and administrative affairs, said the school's non-traditional approaches to education are part of the school's success.
The school has kids from ages 4-12, and separates them in age groups instead of grades, combining students as far as two years apart in age in the same classroom.
Steiner said you won't see rows of desks in any UES classrooms with teachers lecturing in front, and that the school is not "textbook-driven." Instead, they use a variety of methods to "make the curricular piece of the school alive for children."
Ramirez sees the school's greatest asset as its teachers and the teaching methods which encourage students to think critically at an early age and allow them to "choose their own research questions."
"As a teacher, the children have a love of learning. They want to come to school in the morning. They feel this is their environment, this is their community, and they get to excel here," she said.
Asked what "UES" stands for, one boy blurts out, "UCLA!"
He may have a point.
In many ways, the school is a mini university within a university. It has its own outreach coordinator and director of admissions. It has psychological services, a communications office and a campus with a maze of buildings surrounded by steel fences. Each class has a full-time teaching assistant.
UES's distinctiveness is especially apparent in the students themselves.
Ramirez explains that UES's diverse student population is engineered so that the student body closely mirrors the population of California in such areas as race and socioeconomic status, which allows researchers to apply their findings to other California schools.
"That's the idea, to do something here and generalize those results," Ramirez said.
The school uses a specialized and specific admissions process, during which parents submit applications for their children, who are subsequently screened based on several factors, the two major ones being annual household income and race.
"Many independent schools have issues of diversity. We don't have that problem here," Steiner said.
Erickson also makes it very clear what the primary purpose of UES is: research.
"All families understand that research is a primary purpose of the school," he said.
But the school's roots in research and selective admission practices have not been without controversy.
In the 1999 case Hunter v. The Regents of the University of California, the parent of a student who was denied admittance to UES sued the UC Regents, alleging UES's race-based admissions violated California Constitution, which states preferential treatment based on race cannot be used in the "operation of public education."
The U.S. 9th Circuit Court of Appeals ruled in favor of the university, arguing that the school's admission policies serve a "compelling governmental interest," calling UES a "research-oriented elementary school dedicated to improving the quality of education in urban public schools."
The U.S. Supreme Court declined to review a subsequent appeal of the circuit court's decision.
Ramirez said some parents have expressed concern when approached with the notion of their children as research subjects, but assures that care is taken to make sure any research is beneficial to both the child and the teachers.
"It's really done in a way that enhances practice," Ramirez said.
UES is also involved in a variety of outreach efforts, organizing "institutes" where they share their research findings and train teachers already in the field.
"We're usually about 15 years ahead of the game," said Sharon Sutton, coordinator of outreach and technology.
Ramirez said though she would idealistically like to end up in a public school, the outreach justifies being at UES.
Despite its many distinguishing characteristics, shades of a regular old elementary school are everywhere.
One girl in Ramirez's class, a 7-year old named Iris, said her favorite thing to do at school is – predictably – recess, accompanying her answer with a slight smile.
Julian, 6, echoing a similar sentiment, said his favorite activity is "playing on the blacktop."
As for his teacher?
"She's really cool," he said.
From India, Pune
Hope am not late in responding to your query on Fish Bowl method of Training..even i didn;t know what exactly it waz..till i came across this article..
Well in essence what i gather is that stimulating the environment in a such manner that we all learn from each other!!! easier said done but not easy when you reach your workplace...i wud try...
Cheerio
Rajat
Teaching in a fishbowl’
By Shaun Bishop
DAILY BRUIN SENIOR STAFF
As students trickle into Room 11 at Corinne A. Seeds University Elementary School, their faces light up.
They are starting their day at a unique school, though an unassuming onlooker might not know it.
A foursome of girls sits purposefully at a table, drawing with crayons and cutting paper hearts.
A group of boys run past their teacher en route to wooden building blocks across the room.
Laurie Ramirez, chatting with parents and observing, takes it all in.
Ramirez teaches 5 to 7-year olds at UCLA's on-campus elementary school, tucked away between the Anderson School of Business and Sunset Boulevard, a blip on the campus map many don't even know exists.
It seems like any other elementary school, though its upscale facilities, large campus and extensive staff distinguish it from less fortunate schools in other parts of Los Angeles.
JOYCE LIN/daily bruin
Ramirez says UES’s unique methods motivate the children. “The children have a love of learning. They want to come to school in the morning,” she said.
UES is different. It is a laboratory school – a mix of elementary education and research, a teaching triangle of sorts.
The researchers learn from the kids, the kids learn from their teachers, and the teachers learn from and collaborate with the researchers about how to better their practice in the classroom.
It is a school where everyone teaches everyone else.
"The way I describe teaching here to people is it's like teaching in a fishbowl," Ramirez said. "Although it makes it different, it also requires us to always do our best. There's never a day off, which is tiring at times, but always very rewarding."
Ramirez grew up in Brentwood, and went to college at UC Santa Barbara and Cal State Northridge before settling in West Los Angeles. She has a son named Zeke, 4, and a daughter Mardell, 7, who goes to UES.
As she gathers the students together to start class, they sit down to sing a welcome song.
"Good morning, I'm feeling good today. And when I feel this way it makes me want to say ... hooray!" they sing.
A bright-eyed, brown-haired girl joins the group, immediately participating in an ensuing discussion.
"Can we all say good morning to Beth? She came in a little late," Ramirez asks.
"Good morning, Beth."
The school was established in 1882 as a training institute for the state's public school teachers. It became part of the University of California when the state Legislature established the Southern Branch of the UC – which would eventually be UCLA – in 1919, and moved to its current site on UCLA's campus in 1947.
UES's own campus is lush, with buildings arranged around grassy hills, trees and ivy.
Today, it is a center of learning for more than just its students as the official "demonstration school" of UCLA's Graduate School of Education and Information Studies.
Ramirez, who had taught at two other schools before UES, said she found the notion of being observed by researchers appealing.
"To work here and to reflect on your practice and constantly be growing, it's a very rewarding place to work," she said.
Neither private nor public, the school's costs are partially subsidized by the university, and student tuition pays for the rest, though 50-60 percent of students are on some sort of financial aid.
CONNECT, an organization within the graduate school, acts as the liaison between the research world and the elementary school.
It houses a handful of faculty and students who do research at UES, investigating everything from playground relationships to the effectiveness of computer programs in assisting learning.
Anyone who wants to research at UES has to go through CONNECT.
Frederick Erickson, director of CONNECT, said the school is designed as a model of what a good elementary school should be, demonstrating to others the practices that make a school most successful.
He rattles off a variety of statistics: 85 percent of students who start at UES stay until they graduate and go to another school, and 95 percent of students are in the top 25 percentile in math and reading.
"That's what every school ought to look like and they don't. You've got all these disaster stories ... (but) when you provide a school with adequate resources, they do fine," he said.
"It's about being a lighthouse for good practice. There are very few places like this in the country."
Asking someone at UES about the reasons for such success yields many answers.
Don Steiner, director of UES academic and administrative affairs, said the school's non-traditional approaches to education are part of the school's success.
The school has kids from ages 4-12, and separates them in age groups instead of grades, combining students as far as two years apart in age in the same classroom.
Steiner said you won't see rows of desks in any UES classrooms with teachers lecturing in front, and that the school is not "textbook-driven." Instead, they use a variety of methods to "make the curricular piece of the school alive for children."
Ramirez sees the school's greatest asset as its teachers and the teaching methods which encourage students to think critically at an early age and allow them to "choose their own research questions."
"As a teacher, the children have a love of learning. They want to come to school in the morning. They feel this is their environment, this is their community, and they get to excel here," she said.
Asked what "UES" stands for, one boy blurts out, "UCLA!"
He may have a point.
In many ways, the school is a mini university within a university. It has its own outreach coordinator and director of admissions. It has psychological services, a communications office and a campus with a maze of buildings surrounded by steel fences. Each class has a full-time teaching assistant.
UES's distinctiveness is especially apparent in the students themselves.
Ramirez explains that UES's diverse student population is engineered so that the student body closely mirrors the population of California in such areas as race and socioeconomic status, which allows researchers to apply their findings to other California schools.
"That's the idea, to do something here and generalize those results," Ramirez said.
The school uses a specialized and specific admissions process, during which parents submit applications for their children, who are subsequently screened based on several factors, the two major ones being annual household income and race.
"Many independent schools have issues of diversity. We don't have that problem here," Steiner said.
Erickson also makes it very clear what the primary purpose of UES is: research.
"All families understand that research is a primary purpose of the school," he said.
But the school's roots in research and selective admission practices have not been without controversy.
In the 1999 case Hunter v. The Regents of the University of California, the parent of a student who was denied admittance to UES sued the UC Regents, alleging UES's race-based admissions violated California Constitution, which states preferential treatment based on race cannot be used in the "operation of public education."
The U.S. 9th Circuit Court of Appeals ruled in favor of the university, arguing that the school's admission policies serve a "compelling governmental interest," calling UES a "research-oriented elementary school dedicated to improving the quality of education in urban public schools."
The U.S. Supreme Court declined to review a subsequent appeal of the circuit court's decision.
Ramirez said some parents have expressed concern when approached with the notion of their children as research subjects, but assures that care is taken to make sure any research is beneficial to both the child and the teachers.
"It's really done in a way that enhances practice," Ramirez said.
UES is also involved in a variety of outreach efforts, organizing "institutes" where they share their research findings and train teachers already in the field.
"We're usually about 15 years ahead of the game," said Sharon Sutton, coordinator of outreach and technology.
Ramirez said though she would idealistically like to end up in a public school, the outreach justifies being at UES.
Despite its many distinguishing characteristics, shades of a regular old elementary school are everywhere.
One girl in Ramirez's class, a 7-year old named Iris, said her favorite thing to do at school is – predictably – recess, accompanying her answer with a slight smile.
Julian, 6, echoing a similar sentiment, said his favorite activity is "playing on the blacktop."
As for his teacher?
"She's really cool," he said.
From India, Pune
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