The Controlled Chaos Classroom – A Choose your own Adventure Vlog

My classroom is probably best described as controlled chaos. Some students are working individually, some are in small groups, others are watching a video, another is doing a diagnostic exam. It’s flipped mastery and it’s really about letting go.

In this little video experiment I attempt to capture a little of the “Controlled Chaos” that is my maths class. It’s a “choose your own adventure” video. At the end of each short clip, click the box you want to follow. I’ve been wanting to do this for a little while and got a little nudge from Adrian Camm last week at the “Leading a Digital School” conference.

Click the video and get ready to “Choose Your Own Adventure”.

10 Ways To Use Video in Your School

Why use video?
They say “a picture is worth a thousand words”. So, at 24 frames a second, a 2 minute video is worth 2,880,000 words.

So, without further ado…

10. Subject Selection Evening.
Every year, parents pile into schools to hear about the subjects on offer. Teachers speak to large groups of parents and students about what the subject is, then everyone goes home.

At my school, every head of faculty makes a subject selection video which parents and students can watch in the comfort of their own home.

Slightly more arty than most.

We still have subject selection night. We just use that face to face time differently. Parents and students come in and have conversations with our staff, having their specific questions addressed.

9. Professional Development
It seems strange that often in schools teachers all undertake the same professional development. Given the diversity of teachers, any blanket PD is very unlikely to cater to all teachers.

Instead, why not use video to provide on-demand professional development to staff. I recently implemented “tech tip tuesday” emails at my school. An email to all teachers with a short, 3 minute tech tip.

Teachers can choose when and whether they watch it. If they do choose to watch them, over the course of a year that’s an “incidental” 2 hours of PD!

8. Assignment explanations
As teachers, when we hand out assignment pieces, often we spend quite a bit of time going through, as a class, exactly what is being asked of us.

Why not record your assignment explanation. Students can refer back to it later in the assignment to make sure they fully understand the task, parents can view it and students who may have been sick on “hand out day” can also watch the video.

7. Emails to parents
Often, great care needs to be taken when writing an email to parents.  We need to be careful with the wording, making sure that what we are trying to say is being perfectly conveyed by the words we type.

Why not make them a video. You can convey a lot with your facial expression and tone of voice that just isn’t possible in an email.

6. Technical Help.
Sometimes you’ll get an email from a student, parent or fellow teacher asking for technical assistance. Maybe they can’t figure out how to login to something or can’t find the correct sequence of things to click on a website.

You could write them a long drawn out email describing it all. Or…

5. The repeater
Do you have a lesson that you teach over and over, year after year. For instance, every english teacher has taught TEEL/PEEL paragraphs perhaps more often than they care to remember. Then just when you think you’ve nailed it a student asks, “what’s a TEEL” paragraph?

Having a repeater video means that students can refer back to it again and again. Because our memory for video is strong, after the first 5 seconds of playback, students will say “oh yeah, I remember this…”

4. Meetings
If you’ve scheduled a meeting with an individual or a small group to propose something to them, or to report on something, consider sending them a video of your proposal/report in advance.

This means that in the meeting, everyone can start discussing the proposal productively, rather than hearing it for the first time. A meeting is much more productive if everyone is on the same page before it starts.

3. More Meetings
Are your staff meetings collaborative events? Or are they “chalk and talk”, with one person standing up the front transmitting information.

If they are the first type, good for you. If they are the second type, consider cancelling the meeting and sending a video instead.

2. Video feedback
I’ve discussed this one before in a previous blog post (Flipped Feedback) But basically you’ve got two choices. Red pen on a page, or a short video explaining exactly what students have done well, and how they can improve. Seems like a no brainer to me.

1. Demonstrating Knowledge
Enough said (but if you want to know more, check (Learning through teaching)

So, how could you use video in your school?

Find Your Flipped Learning Workflow

“Flipped Learning is NOT about making videos…” I hear this so often when flipped learning gets discussed. I myself even gave a talk at Flipcon last year with this exact title.

But the truth is, it kind of IS about the videos.

I understand the sentiment. Everyone who flips knows that the real benefit to flipped learning is what happens in your classroom. It’s the extra time you have for collaboration, for 1:1 chats with students, for feedback. It’s the face to face time that really matters!

But what you can’t get around is that when it comes to flipped learning, the new part, the hard part, is making the videos.

The video making bit is the barrier to entry. There are just so many unknowns around it.

• How do I make the video?
• Won’t I look stupid on camera?
• What software do I use?
• Do I need a video camera?
• Won’t it take a super-long time?
• How do I share it with my students?

So… Let me break it down. Here’s what you need on the video side of a flipped classroom:
For a “clickable version” of this image, follow this link.

Before you have a look at the options for video making. Think about how you want your video to look. Remember, your students won’t care. Just pick a way that works for you. Here’s some ways that I make videos.

To see the slower, video version of the above gif, click this link.

Video Capture Hardware (optional):
A webcam is usually built into your device (the next bit in the list) so you can use that. I often use a document camera so I can film myself drawing on a real life piece of paper. You can use a dedicated video camera but I feel like this adds an extra step in the process you could do without. I also use a lightboard, as you can see above. If you’d like to build one, click here to find out how.

Device:
You’ll need one of these, but luckily we’ve all got one. Computers all have webcams on them, a tablet does too. You can also use your mobile phone if you’re interested, great for those PE teachers among us who need to capture video in the great outdoors.

Video Capture Software:
Now here’s where things get more interesting. If you’re on a tablet or on your phone you’ll have video recording software built in. Just point the camera at yourself and press record. If you’d like to record your tablet screen instead, there are several options out there: Explain Everything, Knowmia, Showme, Educreations. Pick one and stick to it until you have a good reason to switch.

If you’re on a laptop, I’m increasingly convinced the ONLY choice is Screencastomatic. It’s free, or you can spend $15 a year to get the bells and whistles version (I recommend!). It will record your screen, your webcam or both at the same time. The paid version also has amazing editing features. If you’d like to learn how to use Screencastomatic, I’ll teach you how here. Of course, for the sake of balance, you can check out its poor cousin Screencastify. A selling point of Screencastify is that it will work on chromebooks, so if you happen to use one of those, Screencastify is for you.

If you think your videos are going to be PowerPoint-style videos, you could also consider the microsoft add-on Office Mix. I don’t roll that way but it works and, if you refer to the diagram above, solves hosting and interactivity for you as well (more on that further down).

Now that you’ve got the first three steps done, time to make a video.

Host your video:
So your video is made. Now you need to put it on the web so your students can watch it. Some options, in no particular order are: Itunes U, YouTube, ClickView, Vimeo, Office Mix (if you made your video with it).

Your school, State or district might have another option as well. Here in QLD schools, we can use EdTube. Schools with an LMS like Moodle, Blackboard, Canvas, Haiku etc also usually have hosting baked in.

If you’re not sure, politely ask your IT department which of these options would work for sharing videos to your students.

Making your video Interactive (optional):
If you haven’t seen what websites like Playposit or Edpuzzle can do with video, I definitely recommend taking a look. Videos become interactive lessons, with embedded questions creating greater engagement and allowing you to get information on students’ understanding of the content.

Playposit Example
Click here to experience that lesson in full

That said, I actually don’t use them in my classroom. I find they add more time to my process without enough added benefit.

You should definitely check it out though, you might love it!

ClickView actually has this interactive quiz thing baked into their hosting, which makes things a bit easier.

Sharing the videos with your students:
Now you just need to get the link to the video/interactive lesson to your students.
If you have an LMS, sharing these links should prove pretty easy.

In the past I’ve shared a Google doc with classes at the start of the term and added links to new videos and resources as the term progresses. Sort of like a live Hyperdoc. You can see one of mine here.

Now, I use the all new Google Sites to create a website to host all my videos on. You can see what my website looks like here. 

Whatever you choose, it should be a single clearing house where students can continually come back to over the term and find the videos they watched weeks ago.

Resist emailing the videos every day to your students. They get lost in the mess of the inbox.

In Conclusion
After all that you might be feeling more confused than when you arrived here. Sorry about that. But please remember this.

YOU ONLY NEED ONE WORKFLOW. Find what works for you and do that.

Once you’ve got your workflow sorted,  it’s really not about the videos.

Until then, it still kind of is.

How To Build a Lightboard On a Budget

Just to pre-empt the inevitable question; No, I am not writing backwards.

That’s always the first question but I also get a lot of others about my lightboard. Hopefully I can answer a few here.

The building started after a good natured challenge was thrown down by Jeremy Lecornu at Flipcon Gold Coast 2015. Five days later I’d gathered all my materials, hastily threw my lightboard together and posted this.

Not exactly usable but I continued tinkering and playing with it, the lightboard moved from my spare room to a classroom in school and we’re now making videos that look more like this.

So, how do you build one? Quite easily as it turns out. Before you start though, Here’s what you’ll end up with.

I know it doesn’t look like much, but the video you’re looking at above was recorded on that exact piece of equipment (only difference was where it was)

Parts

• MDF Board (longer than 1200mm, width of 600mm or above will do) (um… $20?) (later on I created a proper set of legs for it, your carpentry skills will vary)
• Glass (1200mm x 760mm x 12mm((starphire is the best) (cost me $120 from an aquarium builder but any glazier knows what starphire is)
• pool fencing legs from bunnings. ($100 for the pair)
• Strip LEDs, (you need them to have a dimmer attached) (I paid $100 but I think I overpaid)
• Duct tape. (actually, tape that is black on both sides is better. Electrical tape should do it)
• Expo Neon markers.  ($12)

Extra Computer stuff.

• logitech c920 camera. (this webcam does “mirroring”. That means the image gets reversed, so I don’t have to write backwards.
• Blue Yeti microphone
• Screencastomatic, the full version costs $15 a year. software
  

Method:

1. Bolt your pool fence legs to the MDF or whatever base you chose.
2. Put the glass in between the pool fence legs. (I hope you measured twice!)
3. Put LED strip along the top of the glass facing into the glass and tape it down
4. Put black tape along the bottom of your glass to stop light escaping and you’re done.

Filming

Film in a really really well lit room. Most people make the mistake of thinking darkness. That’s wrong. Instead, all surfaces around the lightboard should be black. This will kill all those pesky reflections. Here’s how the lightboard “filming booth” currently looks in the school.

You’ll also want to dim your LEDs so that the writing still “pops”, but also so that the colour doesn’t get lost. Too bright and every little smudge shows up in your video, too dim and the writing is hard to see.

 

Lightboard Mark 2

When it came time to build our second our second lightboard we did things a tiny bit differently.

You can actually buy mobile glass boards straight off the shelf. We bought ours here.

Off the Shelf clear glass board

This works quite well, although the glass is not as transparent as the starphire I used in the original build. This leads to the LEDs not penetrating evenly through the glass. This is still a workable solution and we’re quite happy with the result.

If you’d like a third option, Our friend Jeremy Lecornu of Brighton Secondary school in SA made a massive one after first making the small one in my tutorial. (small one on the left, large on the right)

He used these plans and had it built by a company called 80/20 http://www.8020.com.au/

Be aware that this is not a budget solution but, as you can see, it gives you a very professional product!

Of course, we were not the first to build lightboards

I first came across the lightboard at this website. My opinion on that particular lightboard setup is that, in a busy school, the requirements for post production and lighting setup etc are just too costly and time consuming.

If you’d like to see how easy it is to use our lightboard in a previous blog post I explain how fast you can make a video using the lightboard.

So that’s how we built our lightboard. You can build one too!

 

Why do classrooms have fronts?

“The unexamined life is not worth living.” – Socrates
“The unexamined classroom is not worth teaching in.” – Me, I guess.

Why do classrooms have fronts?

When I think of rooms that have fronts, there  aren’t that many that come to mind.

Rooms with fronts

• Cinemas
• Theatres
• Lounge room? (If you’re really into netflix)

ssshhhhh…. The shows about to start.

In these rooms we face the front and passively consume that which is fed to us. Don’t get me wrong, I love going to the movies. But calling it a learning experience is a bit of a stretch.

I think…

The most important thing in a room with a front is the thing at the front.

So what’s at the front of a classroom?

• A teacher
• A projector
• A whiteboard

Uh oh.

So when I recently moved classrooms, I was very conscious to make sure that my classroom was “frontless.”

Here is my current classroom setup. 

Now I don’t presume to say that this is the perfect classroom setup, because I don’t believe it is. But it’s the classroom I have for now and I’ve designed it this way for several reasons.

1. I don’t talk much
Today, across 210 minutes of class time, I spent approximately 6 minutes addressing my classes as a whole. That’s only 3% of class time when I expect all eyes on me. It would be strange to setup a classroom designed with a front.

Don’t get me wrong. I talk .I talk to small groups and individuals about their learning. This is a direct result of my flipped learning and allows much greater differentiation in instruction, not just in task.

The one who does the talking, does the learning.

2. Whiteboards for all
The whiteboards on every wall belong to everyone. If a student has a question, I can quickly write on the whiteboard directly in front of them. If a student needs an extension task, I can write them one on the whiteboard. If I’d like a student to demonstrate their understanding, they can work at their section of whiteboard. If we’re looking for group work, there’s the whiteboard.

Whiteboards are great and teachers have hogged them for far too long. Let the students have some fun!

3. 24 screens in this room (48 if you count the phones)
Behind each screen is a powerful computer connected to a repository of all the knowledge gathered across the entirety of human history.

Also, cat videos.

I want my students to use their computers effectively and I want to put them in the best position to do that. By standing almost anywhere in this room, I can see about 87% of their screens. A win for them because they get to use their computers and all the good that comes with them. A win for me because I remove the temptation to drift off task.

In Conclusion.

I think Pharrell summed it up best when he said.

 

The In-Flip: No Homework, No Problem

Last week I blogged about the ever-present flipped learning question What if they don’t watch the video?

Of course, that post was predicated on the assumption that you actually want your class to do homework.

There has been a growing noise for some time that perhaps homework isn’t the right way to go. School should remain at school and shouldn’t intrude on home life.

Now I’m not going to come down on either side of that argument. As usual, I think the issue is more nuanced than a simple homework/ no homework dichotomy.

I expect homework from some of my classes and none from others. In fact, homework is often negotiated with individual students rather than whole classes.

I still flip ALL my classes though. How?

Introducing the In-Flip. All the benefits of asynchronous instruction without the homework headaches first time flippers fear.

Watch my In-Flip video below to find out more.

Flipped Learning: What if they don’t watch the video?

So you want to flip your classroom but there’s one nagging question holding you back.

This is the number one question I get about flipped learning. Generally I answer this question with some questions of my own.

1. What if a student is away from school?

So how do we help this student catch up on the class they missed? If we’re worried about students not watching videos, shouldn’t we also be worried about them being sick? And If we are worried about them being sick, wouldn’t it be handy if your direct instruction was on video?

2. What do you currently do if your students don’t do homework?
If our students aren’t doing their homework, are they missing out on valuable learning? In a traditional classroom, if we give homework it’s so that students can apply what they’ve learned. What are we currently doing to encourage students to do their homework?

3. What is the most important part of your lesson?
Is it the time when you’re talking out the front of the classroom? Or is it while your students are actively engaged in doing something? Could a student who walked into your class late (after you’ve done some direct instruction) still engage with learning? How?

4. What other ways could a student learn besides watching your videos?
Is it possible that a student who never, ever watched any of your direct instruction could succeed in your class? How? Perhaps they could talk to their friends and their friends could teach them?  Wouldn’t having the opportunity to teach others benefit those who watched the video? After all, you haven’t really learned something until you’ve taught it yourself.

5. If you could choose to have only two parts of the pyramid below in your practise, which two would you choose?

Traditionally, if a student missed their homework, they are missing out on the “You Do”. In a flipped classroom, they miss out on the “I Do”. Which would you prefer they miss out on?

6. How long is your video going to be?
I’m hoping that your video will be short. Is it short enough to watch with headphones on at the start of class? If you’re not making the video short, here, let me convince you.

7. Do your students know the benefits of flipped learning?
Have you spoken to your class about flipped learning? Have you talked about the benefits? Have you asked them how they would like class to look? Did you listen?

8. Have you tried flipping your classroom yet?
This is a different kind of homework, maybe your students might surprise you! It’s short, it’s engaging and any student can handle watching a video. Is it possible they might like this homework better than the old style?

So there’s 8 good questions to ask when you’re asked “What if they don’t watch the video?!?!”

Happy flipping.

Edit: Still not convinced? Maybe homework isn’t for you. You can still flip! Learn how here: The In-Flip: No Homework, No Problem

First Week of Flip Class

(This blog post was originally written for www.stuartkellynz.com Join us Monday 20/6/16 7pm AEST when we’ll be talking about flipped learning at #digitalEDchat)

I’ve been flipping my classroom for a couple of years now. Over that time I’ve taught about 400 different students and made around 700 videos. I’ve made more mistakes than I care to mention and learned a lot in the process.

These are just the public videos!

I remember the absolutely uncertainty when I was just getting started. So many questions. What will I do in class? What if they don’t do the homework? What if I make a mistake?

These are the same questions I had when I was starting out as a “traditional teacher” as well. How did I get the answers? By jumping right in the deep end and giving it a go!

So here is my step-by-step guide to the first week of flipping your classroom. Jump in and see how you go.

Step 1. Talk to your students about it

Explain the concept of flipped learning to your students. Tell them why you’d like to try it. Tell them what you think the benefits of flipped learning are. Maybe you could show them this video in class so they have an idea of what to expect. Answer their questions.

Perhaps, more importantly, ask them questions. How long do they think a video should be? How much homework should they do each night? What should we do if they don’t watch the videos? What should we spend our time in class doing? Take their ideas on board and try to implement them.

Give your class ownership of their own flipped learning class and they’ll surprise you.

Step 2. Make a week’s worth of videos

Now a lot of people will tell you that flipped classrooms are not about making videos. I agree. But that doesn’t change the fact that the most unfamiliar aspect of this entire Flipped Classroom journey is going to be making videos.

By making a week’s worth of videos in a single sitting you’ll save yourself a lot of time. The hard part of making a movie (even in Hollywood) is getting set up. The bit where the camera is rolling is the easy bit.

These videos don’t need to be works of art. (you can watch my first flipped classroom video here) You’re not trying to win an Oscar here. All you need to do is convey enough knowledge that when the students come into class they can start applying it.

Couple of tips though…

• Don’t try to be perfect.
• Teach Fast.
• Make the video Short.

The easiest way to get started with making a video is probably using screencastomatic. Screencastomatic will capture video of your computer screen, webcam or both.

Step 3. Watch the video together in class

Learning from a video is a new concept for these students (although I’m sure they’ve learnt from youtube before!) It’s important that you teach them “how” to watch your videos. Put the video up on the projector and watch it as a class.

Should they take notes while they are watching the video? When is the right time to pause the videos? Should we rewind the video? When, Why? Doing this together is a great class activity and models metacognition. Students start thinking about their learning process and that is a great thing.

Popcorn is for cinemas – Watching these videos is different!

Step 4. Do an engaging class activity

Let’s be honest. As full-time teachers not every one of our classes is an absolute show-stopper. Sometimes we throw together an “ok” lesson. That’s absolutely fine and we shouldn’t feel bad about that.

But when we’re introducing our flipped classroom, it’s time to put our game face on and put together something a bit special. Something that shows your students that you’re really putting the effort in and the flipped classroom is going to be something good for them.

Don’t worry, not every lesson will need to be a killer but we should try to put our best foot forward here.

Step 5. Video Homework and an email home

Talk again about the flipped classroom concept. Talk about how long the video is, how they should take notes. Sell them on how their homework is now a predictable length of time and much shorter than conventional homework. Put your salesman hat on. The more people that watch this video the better!

Tonight is also a good night to send an email home to parents explaining the flipped classroom concept and asking them to ensure their son/daughter watches the video for homework. They might even watch it too. The more allies you have in flipping your classroom the better.

Step 6. Be ready for anything

This class will be an interesting one and it’s where flipped classrooms really come into their own. Your students will fall into three “fuzzy” categories:

• Watched the video and understood it.
• Watched the video and they aren’t sure about it.
• Didn’t watch the video. (you’ll know since they didn’t take notes)

You’ll know which category they fall into because you’ll ask them. Where you go to from here really depends on your subject. It’s up to you now to differentiate your lesson. The great part though is that you have A WHOLE LESSON to do it in. No direct instruction today!

Step 7. End of the week. Ask for feedback.

At the end of the week, it’s very important that you ask your students for feedback. The flipped classroom belongs to them and they should feel they have a say in how it’s run. What worked? What didn’t? What can we improve upon?

A google form or survey monkey is a good way to do this but a handwritten note from each student will work just as well. Don’t overcomplicate it. 3 questions is enough.

• What did you like?
• What didn’t you like?
• How can we improve?

Once you’ve read their feedback, take it seriously, make adjustments and get ready for week two!

So there’s my 7 step program to surviving (and thriving!) in your first week of flipping your classroom. Not so bad, is it?

A Canadian Class & an Aussie Teacher Meet on Twitter

This story happens across 2 continents and was super exciting for everybody involved. To read a blog post from the other, more articulate side please visit Jessica Weber’s Blog Post here.

Early on in my flipped learning journey, I decided to make all my videos public on youtube.

This wasn’t out of some desire for worldwide fame. Rather, students at my school but not in my class had heard about my videos. They wanted access to them and I was happy to help. An open youtube channel was the easiest way to do it.

But obviously this means that people from around the world can view my videos if they search for the right thing.

I always wonder who these people are who watch and I was lucky enough to find out this week. It all started with this tweet.

How exciting! A grade 7 class from Ontario, Canada have been watching my videos. They were wondering if this question involving patterns could be solved algebraically. One of the students jokingly suggested we ask “the video guy” and Miss Weber ran with it!

The question was a great one as it didn’t exactly work cleanly. It did give me a chance to talk about some of my favourite algebraic ideas though. After a few direct messages back and forth with Miss Weber, I raced into work a little earlier than usual to make a video for them.

This video broke a lot of my flipped video lessons “rules”. It was too long, it didn’t have a clear learning goal and it took a little bit of “movie magic” in post production.

But we’re talking about transcontinental education here! A group of year 7’s asked a question about algebra and I really wanted to give them the answer they deserved.

It was such a trip to wake up to this tweet this morning.

This was all a rather happy accident. As a teacher, somebody asked for help and I definitely wasn’t going to say no.

But I wonder what we could achieve if we purposefully connected our classes? Would our students start to see the world differently if they habitually connected with other classes from around the world?

Why my flipped videos are awful

I’ve been flipping my classroom for a little while now. Creating videos lessons for my students to watch at home, learn something new and then start applying in the classroom.

More recently, I’ve started posting videos aimed at teachers online as well. I’m a big believer in shared practice, so I do it as much as I can.

If you’ve seen any of these videos that I’ve posted you may have noticed a few things.

• Sometimes the camera falls out of focus
• Sometimes I forget to move something weird out of shot
• Sometimes (often) I stumble over my words
• Sometimes (always)  the audio is substandard
• Sometimes (always!) it’s obvious that there’s no script & I’m making it up as I go.

In short, my videos, as a cinematic experience, are AWFUL.

When I started flipping my classroom, I didn’t know anybody else that had ever done it. I had actually spent my entire life avoiding cameras and microphones! I hate having my photo taken.

But I thought flipped learning suited my goals as an educator, so I gathered up my courage and made my first video. You can see it below. (only 34 seconds, and it’s worth it for the laugh)

Terrible audio, walking in and out of shot, strange darting eyes. I made 2 weeks worth of videos just like this, teaching trigonometry to students. At the end of the fortnight, I asked for feedback.

They LOVED flipped learning. Despite my awful camera work and non-existent editing skills, they loved it! They were learning more than ever before and were much more motivated to work in class.

They watched the video, learnt what they needed to know and started achieving in class. That’s what flipped learning is really all about.

Now I made about 120 videos just like that one before I moved on to something more like this. (just watch 20 seconds, it’s pretty boring)

 

Now the audio is slightly better but only a little bit, and I don’t walk in and out of shot anymore. But that’s not why I made/make videos like this.

I make them like this for my own convenience! I’m a full time flipping teacher. By making them in this way, I can make them anywhere provided I have my laptop and my wacom tablet with me.

Importantly, students can get the information via either video format and don’t seem to have a preference (although they definitely want my face in the video, that’s a must).

I also, when the occasion calls for it, use my document camera. This I primarily use to give video feedback to students. I also use it for more technical videos, like teaching navigation recently.

They watch the video and get the info they need. Only AFTER that can they start learning. Learning by doing.

So here I am now, using my lightboard.

Please take note of the windex in the bottom left hand corner.
While I love my lightboard and my students think it’s pretty fancy, nobody gets upset when the information isn’t presented in this way. They’ll watch a video and grab what they need however it’s presented.

So I guess what I’m trying to say is, it’s the message, not the medium. Flipped teaching works and students love it, no matter how awful your videos might be.

You might not win one of these, but if you’re trying to, you’re probably in the wrong game anyway.