**Acknowledgements**

I would like to express my special thanks to Sistema FIEP, the institution that made problem-solving methodology possible for adolescents and believes in the power of transformation in education. I would also like to thank my leader, José Antonio Fares, who has always supported and guided me in my process as a manager. Finally, I would like to thank Professor Fernando Pianaro, who supported me in doing this research.

#### **Thanks**

*Metacognition in Learning*

conclude basic education? Organizing it into learning aims and skills students need to achieve by the end of the school year is the first step to create a more meaningful curriculum. Most documents point out only isolated contents which do not explain why it would be useful to learn them. By having learning aims and skills as its main pillars, the pedagogical team can then organize clusters according to areas of interest (environment, citizenship, technology, etc.), and not fragmented subjects. These clusters will be the background for

proposing themes that will raise students' interest toward learning.

enhance adolescents' self-regulation skills.

effective for adolescents.

2.Methodology: the school is an extension of the adolescent's life. Therefore, it should promote different experiences to help them learn how to think of alternatives, solve situations, collaborate, know how to deal with frustration, learn how to search for answers, become proactive, exercise creativity, develop socioemotional skills, and use risk taking to contribute to a more productive environment. A problem-solving methodology is an appropriate approach as it influences students to act in order to learn. It touches their willingness to "survive." For this reason, (a) the curriculum organized by aims and clusters will help teachers to set big questions as challenges. Students will achieve the learning aims by seeking solutions for the challenge. (b) Protagonism: they should be able to choose what challenge to work on. This will give them power to work on what interests them and have more responsibility toward what they choose and what they need to learn is not imposed. (c) Infrastructure: spaces in the school should be tools to influence experiences. Furniture in the classroom should be planned in a way to make students work in teams, collaborate, use materials to help them work on the challenge, debate, search, etc. (d) Regulation of learning: students need to be assessed using the learning aims from the curriculum and in different perspectives. They should also be challenged to self-evaluate themselves in order to perceive progress and gaps they should work on. Technology can be a great ally to teachers in order to personalize what each student needs to focus more on. Simple questions at the end of the lesson, or making the learning aims available at the beginning of the term, or teaching study techniques can help students perceive their own learning and become more effective in focusing on overcoming their difficulties or improving their strengths. More research on possible methods regarding the student-centered field could be run in order to find more alternatives to

3.Teacher's role: for a student-centered methodology, teachers need to work as facilitators. They need to learn strategies to activate students' willingness to "survive" and, therefore, learn more and better. This will develop their autonomy to seek for answers, to collaborate more and to learn from their mistakes. Teachers are no longer information owners (which can be found anywhere with the spread of the Internet): their job is much more complex than that. Their job is to teach strategies to help students become more self-regulated. Therefore, it is of great importance to work on research that tests different strategies by the teachers in the classroom and identify which ones can be

4.School's role: the school's environment is also a focus when self-regulated learning is the goal. It should engage adolescents in activities in which they can either suggest or show contributions of their own. Social work, sports, students' council, students' school band, and book club are some examples of engaging activities that could help students practice their responsibility and

**60**

My special thanks to my family and my husband.

#### **Author details**

Giovana Chimentão Punhagui Sistema FIEP, Curitiba, Brazil

\*Address all correspondence to: giovana.punhagui@gmail.com

© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
