Have also joined a Peel Twitter book chat (Grading Smarter Not Harder) which is pretty fast and furious. I'm a bit disappointed by this month's book because EVERYONE agrees with everything the author is saying. It's a lot more interesting and exciting when there is some dissension among participants. I do however, love the #PeelABC format. They send the book for free and you meet once a week, but only chat for 30 minutes.
Signed up for a Book Talk with Kristin Clark and managed to convince several others (LS. KC. and MT) into participating with me. Our first meeting was postponed due to icy weather, but we've been able to start digging into the book. It's called Bringing Math Students into the Formative Assessment Equation - Strategies for Middle Grades and it's using Learning Intentions and Success Criteria. I can always use practice in this area because often I'm not sure that I've worded my LI and success criteria correctly. The great reminder for me at our first meeting was that a Learning Intention or Learning Goal should NOT be identifying what a student is going to be doing. For example, "We are learning to make histograms" is not a good learning goal. It would be better if the goal was, "We are learning that data can be displayed in many different ways" or "We are learning about the advantages and disadvantages afforded by displaying data using histograms."