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.
Why the ‘Conceptual Understanding’ Debate Is Arguing Over the Wrong Premise
Does ‘conceptual understanding’ actually exist, or is it just an unmeasurable educational myth? In the maths wars, we constantly see educators arguing over a false binary: progressive ‘understanding’ versus traditional ‘procedures’. I’ve found that this fierce debate entirely misses the point. Deep conceptual mastery is real—we just lack the precise, scientific vocabulary to define it. By looking beneath the surface using structural instructional design, we can confidently rescue concepts from…
S04E07 – Unpacking The Morningside Model & Beyond with Karina Stocker and Dr. Russ Fox
Following an absolute flood of listener questions after my interview with the team at Morningside Academy, I sat down with my close friends and ‘science-minded’ educators, Dr Russ Fox and Karina Stocker. In this episode, we connect the Morningside approach directly to our current work co-authoring a book on the Instructional Hierarchy. We flip traditional lesson design right side up, analyzing why missing foundational “tool skills” quietly crash student…
S04E06 – Dr. Kent Johnson and Andrew Kieta on the Morningside Model that Guarantees Two Years of Growth in One
In this episode I sit down with Dr Kent Johnson and Andrew Kieta to explore the incredible work happening at Morningside Academy. Famous for guaranteeing that students will make two years of academic progress or get their money back, Morningside flips traditional education upside down. We dive deeply into the mechanics of their generative instruction model, the truth about building genuine fluency and why grouping students by achievement rather than…
The Lost Blueprint of Learning
What if the reason your lesson didn’t land had nothing to do with engagement and everything to do with how it was designed? Drawing on Tiemann and Markle (1983), this article unpacks a powerful but overlooked idea: not all learning is the same and neither is effective teaching. From facts and procedures to concepts and strategies, each type of learning demands a different instructional approach. When we get this wrong,…
S04E05 – Dr. Kimberly Nix Berens on Applying the Science of Behaviour and Precision Teaching to Accelerate Learning
In this episode, Brendan Lee speaks with Kimberly Berens about what it really means to teach using the science of learning. They explore fluency, precision teaching, and why observable, measurable learning matters—offering practical insights to help teachers move beyond theory and improve outcomes in the classroom….
S04E04 – Dr Trina Spencer: The Literacy Priority Most Classrooms Are Missing
In this episode, I chat with Dr. Trina Spencer about a massive blind spot in literacy instruction: oral academic language. We explore why spoken language is the true foundation of reading comprehension and why we shouldn’t wait for skilled decoding to teach it. We also nerd out on instructional design and discuss why teachers shouldn’t be expected to write curriculum from scratch. Discover how 30 minutes of daily language instruction…
Contact Info
Get in touch
Get in touch with me to discuss your needs.