Learning in schools emphasizes the use of intentional processes that students can use to construct meaning from information, experiences, and their own thoughts and beliefs.

The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.

Educators can assist learners in creating meaningful learning goals that are consistent with both personal and educational aspirations and interests.

The successful learner can link new information with existing knowledge in meaningful ways.

Educators can assist learners in acquiring and integrating knowledge by a number of strategies that have been shown to be effective with learners of varying abilities, such as concept mapping and thematic organization or categorizing.

The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals.

They understand and can use a variety of strategies to help them reach learning and performance goals, and to apply their knowledge in novel situations.

Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.

Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking.

Instructional methods that focus on helping learners develop these higher order (metacognitive) strategies can enhance student learning and personal responsibility for learning.

Learning is influenced by environmental factors, including culture, technology, and instructional practices.

Learning does not occur in a vacuum. Teachers a major interactive role with both the learner and the learning environment.

What and how much is learned is influenced by the motivation. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking.

Students' beliefs about themselves as learners and the nature of learning have a marked influence on motivation. Motivational and emotional factors also influence both the quality of thinking and information processing as well as an individual's motivation to learn.

The learner's creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control.

Curiosity, flexible and insightful thinking, and creativity are major indicators of the learners' intrinsic motivation to learn, which is in large part a function of meeting basic needs to be competent and to exercise personal control.

Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners' motivation to learn, the willingness to exert this effort is unlikely without coercion.

Effective strategies include purposeful learning activities, guided by practices that enhance positive emotions and intrinsic motivation to learn, and methods that increase learners' perceptions that a task is interesting and personally relevant.

As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.

Individuals learn best when material is appropriate to their developmental level and is presented in an enjoyable and interesting way. Because individual development varies across intellectual, social, emotional, and physical domains, achievement in different instructional domains may also vary.

Learning is influenced by social interactions, interpersonal relations, and communication with others.

Learning can be enhanced when the learner has an opportunity to interact and to collaborate with others on instructional tasks. Learning settings that allow for social interactions, and that respect diversity, encourage flexible thinking and social competence.

Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.

Educators need to be sensitive to individual differences, in general. They also need to attend to learner perceptions of the degree to which these differences are accepted and adapted to by varying instructional methods and materials.

Learning is most effective when differences in learners' linguistic, cultural, and social backgrounds are taken into account.

When learners perceive that their individual differences in abilities, backgrounds, cultures, and experiences are valued, respected, and accommodated in learning tasks and contexts, levels of motivation and achievement are enhanced.

Setting appropriately high and challenging standards and assessing the learner as well as learning progress -- including diagnostic, process, and outcome assessment -- are integral parts of the learning process.

Assessment provides important information to both the learner and teacher at all stages of the learning process.

The 14 Learner - Centered Principles were divided into how many?