The first step involves reinforcing classical and modern cooking techniques so that students acquire basic information and culinary skills. We can reinforce those lessons, however, by explaining why these standard ways of doing things are better—more efficient, more cost effective and more useful—as we teach them. Explaining prompts student thinking, especially if we give them tests (oral or written) that expect them to know the why as well as the how.

Provoking Curiosity
The next step involves triggering their curiosity by prompting them to think about what they are doing all the time that they are in a classroom, kitchen, laboratory or dining room. One way to accomplish that goal is to use the five Ws—What, Where, When, Why and Whether—in explaining any new information. Introduce the information or cooking principle, explain when it is relevant, indicate where it should be applied, describe why it is important to practice, and reflect on whether it is effective, efficient or useful. If you talk in terms of the five Ws, you will soon find them following your example when learning any new information or practicing any set of culinary skills.

In most of our programs, we do an excellent job of teaching how to do things and how to distinguish between the right and best way of doing something. In the culinary world, learning the “how” and the many variations of “how” is a crucial part of students’ education.

Three Teaching Strategies to Build a Habit of Curiosity
To encourage curiosity in your students requires integrating a range of teaching strategies that you may not have considered. One step involves altering the ways that you conduct a critique of food preparation or plate presentation. Instead of providing your feedback and pointing out what was done well and what can be improved, ask students to conduct the critique and help them notice what was done well and what can be improved. This shift encourages them to examine, carefully, the food item or the plate and makes them focus on the standards to use in assessing the item. You can always correct any errors in their analysis, but having them, rather than you, conduct the critique will help promote their thinking about what is good and when could be better.

A second strategy involves asking students to develop a series of questions about a cooking technique, a food preparation principle or a costing exercise. Asking students to explain—orally or in a written quiz or test—what is important and why it is important prompts them to think more and builds their reflection about the information. It also triggers their curiosity about why.

A third strategy encourages their creativity and curiosity by asking them what could be done differently in any situation. When students are preparing a food item or organizing a plate presentation, ask them for other options or alternatives. The first time you ask, they may not be able to respond, especially if the cooking technique is new to them, but the practice of asking that question will encourage them to consider alternatives more often. It will build a habit of curiosity and thinking about options, an essential element of creativity.

Summary
Thank you for reading this column about promoting curiosity. Next month, we will continue this theme. If you have suggestions you want discussed about encouraging our students to be more curious or dilemmas you want to pose, send them to me at This email address is being protected from spambots. You need JavaScript enabled to view it. or This email address is being protected from spambots. You need JavaScript enabled to view it., and I will include them in future Mayo’s Clinics.

Dr. Fred Mayo, CHE, CHT, was most recently a clinical professor at New York University. Principal of Mayo Consulting Services, he continues to teach around the globe, and is a frequent presenter at CAFÉ events nationwide. His latest book, Planning an Applied Research Project in Hospitality, Tourism, and Sports (Wiley, 2013), debuted last autumn.