The Foundations of LearningStudent interests, experiences, prior knowledge, references, and thought processes can be effective in how students learn, process information, and remember because of their previous experiences, how they felt and their personal opinions and attitude towards specific topics and can change the way they learn new materials and concepts, because this meaningful learning is important. It is the job of teachers to teach students in a way that can relate to their background knowledge and to ensure that the material is integrated at the student's process level. Materials and lessons should be relevant to the student to facilitate the promotion of learning in the classroom. However, learning cannot take place without a prior foundation, as this provides a foundation from which to build. “The connection between past experiences, student interest, and present learning is that we draw on previous experiences and memories as we learn” (Slavin, 2006). ). It is the responsibility of teachers to take into account the student's past experiences as well as their interests in order to make a lesson more attractive, engaging and interesting. By knowing the student's background, a teacher can better motivate and engage the student with new information. Students' past experiences can help them construct new concepts in addition to core concepts. Students will learn more effectively and easily if they have concepts to build on instead of introducing unsystematic pieces of information that become difficult to relate and are confusing for the student. Thanks to the sensory neurologist, we conclude that there are two important educational characteristics. The first is that learners must pay attention to the information presented so that it can be processed, stored, and filed amidst a piece of paper and a new experience. Retrieved June 21, 2010 from Public Institutions for Personal Learning: establishing a Research Agenda: http://www.exploratorium.edu/IFI/resources/museumeducation/priorknowledge.htmlSiemens, G. (November 12, 2006). Connectivism: learning theory or past tense of self-entertainment. Retrieved June 20, 2010, from http://www.elearnspace.org/Articles/connectivism_self-amused.htmSlavin, R.E. (2006). Educational psychology: theory and practice. Boston: Pearson Education Inc. Wilson, D. and Wilson, D. (2007). Relevance theory. (Master's thesis, Boston University, Boston, MA, Massachusetts, USA) Retrieved from http://people.bu.edu/bfraser/Relevance Theory Oriented/Sperber & Wilson - RT Revisited.pdfWilson, L. (nd ). Overview of brain-based learning. Accessed June 10, 2010 from http://www.sonoma.edu/users/f/filp/libs_200/brain.pd