How I Support
I support educators to apply what we know from research in ways that truly work in the classroom. These are the key areas where I help schools turn evidence into practice.
Science of learning
I translate cognitive psychology, behaviour science and neuroscience into practical classroom strategies — helping teachers apply research on memory, attention, and motivation to design lessons that support long-term learning.
Primary Maths
I support schools in delivering clear, structured maths instruction that builds understanding, fluency and reasoning — with a focus on evidence-informed routines, representations and sequencing.
Explicit Instruction
I help educators implement effective modelling, scaffolding and guided practice through the gradual release of responsibility — reducing confusion and increasing student success.
Implementing Research Effectively
I work with teachers and leaders to turn research into action — building shared language, sustainable routines, and professional learning that actually changes classroom practice.
A Clear Path for Effective Primary Maths Instruction
From classroom practice to school wide implementation these offerings give teachers and leaders the tools they need to teach with purpose support learning and sustain improvement.
The Primary Maths Instruction Framework
For Primary Teachers
This course gives teachers a clear structure for teaching maths that reflects how learning happens. You will learn how to plan lessons that support acquisition fluency and generalisation and how to choose the right instructional moves at the right time. The framework provides practical tools that can be used in any classroom.
Implementing Effective Primary Maths Instruction
For School & Middle Leaders
This course supports school and middle leaders who want clarity in how to lead maths improvement. You will learn how to align curriculum and lesson design with the stages of learning and how to guide teachers through meaningful change. The aim is to help leaders build systems that support high quality maths instruction across the whole school.
Evidence in Action: The Primary Maths Partnership
For School & System Leaders
Evidence in Action is a school partnership that helps teams turn research into daily classroom practice. Through spaced professional learning coaching and practical tools schools build consistent and confident maths instruction. The focus is on creating systems that make improvement last.
About me
After nearly a decade as a high school teacher, I left the profession feeling disillusioned — and opened a café.
It taught me a lot about leadership, communication and building something that works. However, I knew I had unfinished business in education.
I returned as a primary teacher, driven to understand why so many students disengage. That question led me deep into the science of learning and I’ve been hooked ever since.
Now, I support educators to apply evidence-informed strategies that actually work in the classroom. Schools are complex, but we don’t have to figure it out alone
A Bit About My Approach
I bring both a deep understanding of the research and a practical grasp of classroom realities. I don’t just deliver professional learning and walk away — I can model lessons, coach teachers and work alongside school leaders to develop clear, realistic implementation plans. It’s not about doing more — it’s about doing what works, and making it stick.
Testimonials
Here are some kind words that I’ve received from educators that I’ve worked with:
Brendan Lee is a committed educator dedicated to helping teachers across the country have positive impact on student learning. He has a depth of knowledge of the Science of Learning and importantly can translate what that means to classroom practice for teachers.
Patrick Ellis
Education Lead, Catholic Education, Archdiocese of Canberra & Goulburn
Brendan’s presentations were engaging, informative and inspiring! It was great to explore the links between the science of learning and its practical implementation.
Rachael Bryant
Assistant Principal, Holy Saviour School, NSW
Brendan’s level of pedagogical knowledge and understanding of the struggles teachers face in the classroom were excellent. The ideas presented were explained in detail, making it clear how these could be adopted in different settings to suit different cohorts.
Jeneen Clarkson
Teacher, Morwell Central PS, VIC
Informed by the Science of Learning, Brendan’s workshops provided a range of useable teaching approaches to support maths learning from acquisition to fluency in mathematics. The combination of expert presentation and time to work with colleagues was engaging and productive. So many great resources to explore now too! Thanks for providing the direction our school needs in mathematics Brendan.
Liz Williams
Corpus Christi Catholic Primary School, NSW
Brendan’s engaging presentation enabled all staff to connect with the principles of how learning happens and see how these can be practically applied in the classroom. Our staff were actively engaged in discussions and appreciated the clarity with which evidence based research ideas were presented.
Daniela Lawlor
Deputy Principal, Magill School, SA
Brendan is a very engaging speaker who can relate to all sorts of people & makes his presentation practical, fun & highly beneficial for all.
Emma G
Teacher, Coolangatta State School, QLD
Latest Posts & Podcasts
Check out my latest blog posts and podcast episodes.
S04E03 – Dr. Brian Poncy on Facts on Fire: Why Fluency Is the Foundation of Mathematical Thinking
In this episode of the Knowledge for Teachers podcast , I sit down with Dr. Brian Poncy to unpack the science of math fact fluency. We challenge the myth that timed practice causes anxiety and explore how mastering basic tool skills frees up working memory for higher-order thinking. Brian also introduces contingency adduction—a process where students spontaneously solve complex problems they were never explicitly taught. Tune in to learn how…
S04E02 – David Didau on Five Things Teachers Should Stop Doing
In this episode, I speak with David Didau about five common classroom patterns that can look effective in the moment but fail to produce lasting learning. We explore why performance is not the same as understanding, how to make retrieval practice genuinely work, why practice makes permanent, and how tools like mini whiteboards can transform checking for understanding. A practical and research-informed conversation for educators who want learning that sticks….
Engineering the “Aha!”: When Discovery Learning Actually Works
Most teachers have seen it happen. A student suddenly “gets it”. They solve a problem they’ve never been shown how to solve or make a connection you didn’t explicitly teach. It feels like discovery. Those moments are real. They just shouldn’t be accidental. This article explains why discovery learning sometimes works and often fails and how carefully sequenced instruction, fluency in component skills and deliberate task design make insight predictable rather than…
The Architecture of Attention
Great lessons fail when attention leaks. This article explains why routines are not admin tasks but instructional infrastructure and how well designed routines free up working memory, reduce friction and create the conditions for deep learning….
S04E01 – From Burnout to Breakthrough with Brad Gaynor
In this episode, Brad Gaynor and I unpack burnout in education, the Leadership Reset framework, and why clarity, boundaries, and systems matter more than quick wellbeing fixes for teachers and school leaders….
When Explicit Instruction Turns Robotic
Explicit instruction is often presented as a clean sequence of steps. In real classrooms, it rarely works that way. When teachers lack clarity about what to do next, fidelity turns into compliance and instruction becomes robotic. This article explores why resources alone are not enough, and why decision making and subject knowledge are the missing links….
Contact Info
Get in touch
Get in touch with me to discuss your needs.