Technology education in Japan is taught through problem-solving. Students must deal with problems and issues from work with a means of solving them for them to be trained to solve problems proactively. In this study, the way to measure learning was defined as “thinking and making decisions while predicting how to exercise acquired knowledge and skills to solve a problem” and was organized into metacognitive knowledge (prospect I) and metacognitive activity (prospect II). Based on this framework, we proposed a curriculum structure for iterative implementation and guidance using burndown charts, which are used in project management to record and monitor work processes. Burndown charts are highly versatile because they enable students to clearly see the changes in their work processes, and they are easy to create and modify. In addition, they are easy to read and easy to use and thus, are appropriate for use in secondary schools. These results suggest that this framework is effective for problem-solving activities in education.