Free 2.5-Hr Parent Webinar: 5 Common Reasons Why Your High-Achieving Child Might Miss Out on Their Dream ATAR
What dictates high school academic success more clearly than the ATAR?
How do you rise to the top among tens of thousands of other high-achieving students?
And why do we see brilliant and hard-working students miss out on their dream ATAR every year?
Higher ATAR's are a key into competitive university programs, leading to careers that offer stability, financial security, a wealth of opportunities and (most importantly) a work that your child can truly be passionate about. For many parents, especially those who are engaged in their child's professional and academic development, investing in education is the key to securing opportunities in later life.
However, if achieving success is as simple and straightforward as becoming the hardest worker in the room, then why are so many high-achieving students still missing out on their dream ATARs?
Why are these same students losing control over their results, despite pouring more and more time and effort into their studies every year?
And, most interestingly, why are almost ALL students taught to study in the exact same ways as each other (e.g. flashcards, rote-learning, doing practice questions) and yet expect to achieve the elite results that are only achieved by the top 1%?
With over 30 years of experience in the education field, helping thousands of Australasia's high achievers become TOP achievers, we will reveal five disturbingly common reasons why students have never felt less confident about achieving academic success, despite working harder than any of their predecessors.
Join us in this webinar as we reveal our unexpected observations that escape the radar of almost every parent we talk to (and most teachers too) and some of the most consistently effective ways to tackle hidden study issues before it's too late.
This webinar is for parents who are actively involved in the academic success of their child.
By the end of this session, you will walk away with a clear insight into how certain common strategies to achieve a high ATAR can actually be the reason it slips from your child's fingers, as well as a step-by-step, research-based set of recommendations to prevent this.
Since 2011, he has coached research-based academic skills for almost 3000 students across 9 countries, helping secondary and tertiary students receive top 0.1% results. Justin also hosts the SubCut podcast and serves as an academic skills advisor for secondary schools alongside local government organisations.
Michael firmly believes that for the amount of effort, time and resources high-achieving students are investing in their academic pursuits via mainstream methods, they are only receiving minimal impact that is only temporary at best. He has been at the forefront of engaging with the student, parents and schools community about the importance of using educationally-sound practices to prepare for unique and incredibly demanding assessments such as the UCAT and interviews.
He has run over 500 educational workshops and webinars to educate over 40,000 people and 300+ schools on these critical exams in Australia and New Zealand. Through these events, Michael noticed a particular obsession by students and parents to adopt a high-effort approach to academic success where there is a wide-spread obsession of merely doing ‘more’ than other students. The notion is that the students who do more of the same task will somehow magically eventuate in academic success, whether it may be committing more hours to study, attempting more practice tests, receiving more tutoring. However, very little consideration is given to the theory or mechanism behind their actions. As a result, in most cases, the actions do not take into account the unique weaknesses and learning preferences of the learner, let alone the differences between subjects
and the demands of each assessment.
Michael is particularly passionate to work with learners who transition from one stage of education to the next, most noticeably in bridging the skills gap between secondary and tertiary education. To him, a good education is something that not only inspires students to aspire towards meaningful goals as a by-product of intimate self-reflection but is something that equips students with the necessary abilities to achieve these goals in a manner that fully utilises an individual’s natural potential.
