Exploring the Power of CDFs in the Classroom: Insights from Our Teacher Training School in Leiden, the Netherlands

This week, a group of passionate educators came together to reflect on their experiences during a teacher training program — with a special focus on observing how Cognitive Discourse Functions (CDFs) are applied in real classroom settings.

First Impressions: From Observations to Realizations

Roberto, a Geography and History teacher from Spain, kicked things off. He observed two lessons: one with 13–14-year-olds and another with older students aged 16–17. While the younger group’s lesson was engaging, he noticed that the high-energy CDF activity may have caused some behavioral disruptions — something he attributed to their age. Despite that, he praised the teacher's effort and the students’ response. The second lesson, focused on political ideologies, stood out to him for its structure and effectiveness. “It was very interesting,” he noted. “The teacher implemented all the CDFs very well.”

Anola, a Geography teacher from Romania, echoed similar sentiments. In her words, “The professor used a game where students learned through doing — and it worked well.” Her second observation also impressed her with its clear structure and smooth execution of the CDF approach.

Dorothea, a Biology and English teacher from Slovakia, had contrasting experiences. The Biology lesson, she said, “ticked all the CDF boxes” and was highly interactive, using simple tools like cards in incredibly effective ways. On the flip side, she observed an English class on toxic masculinity and feminism that, while thematically rich, was heavily teacher-centered. “It could have been amazing,” she reflected, “but the potential for interaction was missed.”

Drawing Connections to Their Own Classrooms

Reflecting on how these observations compared to their own teaching, the group saw both parallels and differences.

Roberto mentioned that while the content was the same, he tends to manage classroom behavior more cautiously. “Maybe the biggest difference was the noise level. But the structure and activities were similar to what I already do,” he said.

For Anola, school administration plays a big role in how teaching strategies are applied. “I can use the CDF context in different ways, ”she said. “But sometimes I have to adjust it because not all students can respond to the method the same way.”

Dorothea took away a deep admiration for how instruction and outcomes were clearly linked in the Biology lesson. “I took so many notes,” she said, eager to try out those strategies in her own classroom. “It really showed me how one lesson can incorporate all the steps — not just define and explain but also explore.”

The Biggest Takeaways

After three days of observations and training, what did each teacher walk away with?

For Roberto, it was about clarity. This scaffolding helps both teachers and students. You know what you're asking, and they know what’s expected. It’s not just about what you teach, but how you guide them through it.

Anola realized she had been using aspects of the CDF framework all along — just without the label. “Now I can apply it more consciously,” she said. “It gives students better ways to focus and develop language skills.”

And for Dorothea, the biggest takeaway was agency. “It's up to me. I’m the one who plans the lesson and sets the goals. Clear instructions, clear outcomes — that’s how I’ll make sure CDFs really work.”

Conclusion: Empowered Teaching through Reflection

This conversation reminded us of something simple but powerful: Good teaching is intentional. Whether it’s about finding the right method, using the right tools, or simply asking the right questions — it’s ultimately about being reflective and responsive to the needs of the students.

And with CDFs, these teachers are walking away not just with new strategies, but also with new ideas for their own teaching.

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