Make Learning Fun - Inspire the Next Generation to Be Bold Innovators

As a teacher at Archbishop M.C. O’Neill Catholic High School in Regina, Vendramin focuses on developing students who are not only knowledgeable but also critical thinkers capable of applying their knowledge as responsible citizens. Humbly serving students for 27 years, Vendramin has received many awards and recognitions. He has been voted Best Teacher in Regina  for three consecutive years, received the Saskatchewan Math Teachers Association Innovation Award for his work with the flipped classroom, a Distinguished Educator Award from Regina Catholic Schools, was a finalist for the Texas Computer Educators Association, and was awarded MindShareLearn’s National K-12 EdTech Teacher of the Year.

When asked who inspired him to become a teacher, Vendramin attributes his motivation to his parents. “I feel blessed to get to do what I do every day. My best teachers have been my parents. They immigrated to Canada in the early '60s and came here with only the shirts on their backs. They valued education, as they did not have the opportunity to receive higher education, but they were the smartest people I know. They always said go for it. I try to bring that to my classroom and tell my students to go for it,” says Vendramin.

Vendramin has always enjoyed learning and felt most rewarded helping others with their learning journey even at an early age. “It is the most rewarding moment when you help someone get to somewhere they did not think they could get, and see that little spark in their eyes,” says Vendramin.

In his book Building Thinking Classrooms in Mathematics, Dr. Peter Liljedahl introduces an approach to collaborative classroom instruction rooted in mathematics but applicable across various disciplines. It emphasizes the development of students’ thinking skills and metacognition. Inspired by the Thinking Classrooms approach to teaching and learning, Vendramin transformed his classroom into a dynamic learning environment. “I moved tables aside and stacked chairs, so the students have to stand. Students work on vertical non-permanent surfaces (VNPSs) such as whiteboards or windows. They are randomly grouped (with playing cards) and given a rich task to explore,” says Vendramin.

By promoting active participation and collaborative learning, Thinking Classrooms keep students engaged in the learning process. “They have to ‘throw’ something at the whiteboard (based on prior knowledge), share their thoughts, and be in flow (enough struggle to challenge but not too much where they are beyond frustrated). When mistakes happen (First Attempt in Learning), we celebrate those. A good mistake is just as important as a good solution. Most students have figured out how to ‘play’ school and become good at mimicking and just giving back what was given by the teacher on the board. Others feel like they are not math people or feel math is just something done to them. A grade on a paper doesn’t always tell you the whole story. With the Thinking Classrooms approach, students ignite their curiosity and rigour as they dive into the subject matter.”

Thinking Classrooms fosters a positive and dynamic learning environment where students are actively involved in their education, and developing crucial skills for academic and real-world success. Vendramin, in collaboration with colleagues Maegan Giroux and Kyle Webb, do a podcast series “Think, Thank, Thunk”, exploring the intricacies of Building Thinking Classrooms. Through interviews with experts and educators, they share practical advice and insights on implementing the 14 optimal practices outlined in the book.

Vendramin hints that implementing Building Thinking Classrooms has him thinking that he might not retire anytime soon as he is inspired by the results he sees. He knows that future students will not only be intrigued by this method but come equipped with the skills to thrive in this environment. 

Vendramin considers himself not only a teacher, but a lifelong learner, constantly seeking new ways to inspire and engage his students. When Vendramin started as a prep teacher in the late 1990s, his first assignment involved running a computer lab equipped with Commodore 64s - ironically, this was his first PC.  It was during this period he started to play around with the internet in its infancy and developed a passion for educational technology. Recognizing its potential, Vendramin wasted no time integrating these emerging tools into his curriculum.  

Vendramin began by introducing web quests for a science class he taught and never looked back. He saw opportunities to incorporate HTML and coding into lessons, and eventually taught classes focused on communication media, covering everything from video editing and audio production to animation and graphic design. Vendramin believes in preparing students to be critical thinkers, creators, and innovators, utilizing technology as a tool for learning and problem-solving.

Vendramin consistently sought innovative ways to integrate new technologies into various subjects, such as introducing robotics, iPads, and Minecraft in the classroom. For example, in math class, students build amusement parks in Minecraft to learn about math concepts. They design rollercoasters to grasp slopes, create bar graphs to visualize data, and explore concepts like surface area and volume by building water parks.

Similarly, in social studies, students research and build civilizations in Minecraft. Vendramin recognizes the importance and relevance of providing students with Esports opportunities and has been instrumental in its growth at his school, provincially and even nationally.

Vendramin’s classes have also greatly benefited from the University of Regina’s EYES (Educating Youth in Engineering and Science) program. EYES provides many invaluable STEM opportunities to his students and is a program he highly recommends.

Vendramin recognizes that technology-based skills are necessary tools in today’s economy. But that is not all our students need.

Vendramin believes, “If you want to help students unlock the power that is in their minds, you must reach them in their hearts first. If they can trust you and believe you, then there is a chance they can learn anything with and from you. Relationships are the foundation of effective teaching.”

When asked what advice he would like to give pre-service teachers, Vendramin said, “Embrace every opportunity to learn and collaborate. Teaching is a journey of constant growth and discovery, and by staying open to new ideas and experiences, you'll become the best educator you can be. And most importantly, you need to love working with the kids… every kid. If you do it’s the best job in the world, if you don’t it’s a very tough job and I’d recommend a different path.”

“I encourage teachers to take an intern on,” Vendramin adds. “It's been one of the best professional development (PD) practices I've ever had. Collaborating with pre-service teachers allows me to stay current with the latest pedagogical trends and continuously refine my teaching practices.”

The Prime Minister’s Awards for Teaching Excellence honours teachers across Canada for their remarkable achievements in education and for their commitment to preparing students for digital and innovation-based industry. These awards have honoured exceptional elementary and secondary school teachers in all disciplines since 1994, with over 2,100 teachers honoured to date. The awards for Canada’s top teachers are broken down into three categories: teaching excellence, teaching excellence in science, technology, engineering, and math (STEM), and teaching excellence in early childhood. Each category awards a national certificate of excellence and a regional certificate of achievement. Award recipients are determined based on a rigorous two-tier selection process undertaken by over 130 volunteers from the education and early childhood education communities across Canada. Partners that support the program include Employment and Social Development Canada, Indigenous Services Canada, and the Public Health Agency of Canada.