{"id":442,"date":"2023-05-25T12:06:54","date_gmt":"2023-05-25T11:06:54","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=442"},"modified":"2023-08-31T05:25:27","modified_gmt":"2023-08-31T04:25:27","slug":"egwyddor-1-profiadau-dysgu-diddorol","status":"publish","type":"page","link":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-1-profiadau-dysgu-diddorol\/","title":{"rendered":"Egwyddor 1: Profiadau Dysgu Diddorol"},"content":{"rendered":"<figure id=\"post-720 media-720\" class=\"image align-left\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/07\/KP1_CY.png\" alt=\"Delwedd haniaethol o law\" \/><\/figure>\n<p>&nbsp;<\/p>\n<h2>Beth yw Profiad Dysgu Diddorol?<\/h2>\n<p>&nbsp;<br \/>\nMae dysgu &#8216;diddorol&#8217; yn canolbwyntio ar roi&#8217;r myfyriwr wrth wraidd y profiad dysgu. Mae&#8217;n ymwneud \u00e2 chreu profiadau dysgu sy&#8217;n ddiddorol ac yn ysgogol, ac sy&#8217;n dal sylw myfyrwyr.<br \/>\n&nbsp;<br \/>\nGallai rhai o&#8217;r ffyrdd y gellid cyflawni hyn gynnwys:\u00a0<\/p>\n<ul>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/dylunio-dysgu-a-pharatoi-i-addasu\/#section2\">defnyddio ystod amrywiol o weithgareddau dysgu<\/a>, gan gynnwys y rhai lle gall dysgwyr greu, trafod a darganfod;<\/li>\n<li>helpu myfyrwyr i ddeall perthnasedd tymor byr a hirdymor yr hyn y maent yn ei ddysgu;<\/li>\n<li>creu cysylltiadau creadigol neu arloesol rhwng cynnwys newydd a gwybodaeth bresennol myfyrwyr.<\/li>\n<\/ul>\n<p>Un o gonglfeini dysgu diddorol yw sicrhau bod ein gweithgareddau, deunyddiau a dulliau gweithredu yn <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/dylunio-cyffredinol-ar-gyfer-dys-cynfyfyrwyrgu\/\">hygyrch i bob myfyriwr<\/a>. Mae hefyd yn gyfle i sicrhau bod ein rhaglenni a&#8217;n modiwlau yn paratoi myfyrwyr ar gyfer eu hastudiaethau neu gyflogaeth yn y dyfodol.  <\/p>\n<p>Gall profiadau dysgu diddorol godi o&#8217;r hyn a elwir yn \u2018Addysgeg Adeileddol\u2019 gymdeithasol, lle mai prif r\u00f4l yr athro yw hwyluso dysgu fel proses weithredol a chymdeithasol. Cyflawnir hyn trwy ddefnyddio gweithgareddau ystyrlon sy&#8217;n galluogi myfyrwyr i (1) ddysgu trwy gymryd rhan mewn deialog \u00e2 chyfoedion a chydweithwyr, a (2) datblygu eu dysgu a&#8217;u dealltwriaeth eu hunain trwy ymgymryd \u00e2 gweithgareddau ymarferol, yn hytrach na thrwy wrando neu ddarllen. Gelwir hyn yn ddysgu gweithredol, sy&#8217;n canolbwyntio ar fyfyrwyr yn dysgu trwy wneud, yn wahanol i ddysgu goddefol, sy&#8217;n canolbwyntio ar fyfyrwyr sy&#8217;n derbyn gwybodaeth. <a href=\"\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynaliadwyedd\/#section-6\">(Gweler hefyd Awgrymiadau Ymarferol i Ymgorffori Cynaliadwyedd.)<\/a>  <\/p>\n<p>Dylai cynllunio ar gyfer dylunio cwricwlwm ganolbwyntio ar y ffordd orau o sicrhau bod y profiad dysgu yn weithgar ac yn gymdeithasol, a dylai bob amser sicrhau aliniad clir rhwng deilliannau dysgu a&#8217;r dulliau asesu arfaethedig ar gyfer modiwl neu raglen.  <\/p>\n \n\n                        <div class=\"alert alert-info with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 793 696\" shape-rendering=\"geometricPrecision\" 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transform=\"matrix(1.13937 0 0 1 503.331 1752.58)\" fill=\"url(#etZNF97Wf1q6-fill)\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Awgrym Cynwysoldeb<\/h3>                <p>Byddwch yn ymwybodol o'ch <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/cyflwyniad-i-addysg-gynhwysol\/#section2\">dysgwyr amrywiol<\/a>, a cheisiwch greu ystod o weithgareddau sy'n cynnig ymgysylltiad \u00e2 dysgu gweithredol mewn gwahanol ffurfiau, gan ddefnyddio <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/dylunio-cyffredinol-ar-gyfer-dys-cynfyfyrwyrgu\/\">dulliau lluosog o ymgysylltu<\/a>: er enghraifft, efallai y bydd rhai myfyrwyr niwroamrywiol yn cael trafferth gyda dysgu cymdeithasol, felly sicrhewch, ar draws profiad modiwl, neu sesiwn, fod cyfleoedd ar gyfer rhai tasgau gweithgar unigol a thawel. <\/p>\n            <\/div>\n        <\/div> \n\n    \n \n\n                        <div class=\"alert  with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\"  xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 96 96\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><g><path d=\"M48,20c1.1,0,2,.9,2,2s-.9,2-2,2-2-.9-2-2s.9-2,2-2ZM60,80c0-1.1-.9-2-2-2h-7v-50.8c.9-.5,1.7-1.3,2.2-2.2h19.2L66.8,54h4.1l4.4-22.8L80.9,54h4.1L77.7,25h1.3c1.7,0,3-1.3,3-3s-1.3-3-3-3h-25.8c-.5-.9-1.3-1.7-2.2-2.2v-5.8c0-1.7-1.3-3-3-3s-3,1.3-3,3v5.8c-.9.5-1.7,1.3-2.2,2.2L17,19c-1.7,0-3,1.3-3,3c0,1.4,1,2.7,2.4,2.9L10.7,54h4.1l4.4-22.8L24.9,54h4.1L21.7,25h21c.5.9,1.3,1.7,2.2,2.2v50.8h-7c-1.1,0-2,.9-2,2v2L24,82v6h48v-6h-12v-2Z\"\/><path d=\"M32,57h-24c0,3.3,5.4,6,12,6s12-2.7,12-6Z\"\/><path d=\"M64,57c0,3.3,5.4,6,12,6s12-2.7,12-6h-24Z\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Awgrym Cynaliadwyedd<\/h3>                <p>Er mwyn meithrin profiadau dysgu diddorol, mae angen i chi ystyried sut y bydd y rhain yn berthnasol i'ch dysgwyr ac yn eu cynnwys yn weithredol yn eich sesiynau. Beth fyddant yn ei wneud? Gall dysgu yn seiliedig ar broblemau a chefnogi dysgu trwy wneud cysylltiadau \u00e2 phrofiadau go iawn gefnogi hyn. Er enghraifft, gall defnyddio astudiaethau achos sy'n mynd i'r afael ag un neu fwy o'r Nodau Datblygu Cynaliadwy fod yn ffordd wych o wneud rhai o'r syniadau yn eich modiwlau yn fwy diriaethol a hygyrch i fyfyrwyr. <a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynaliadwyedd\/astudiaethau-achos\/\">Edrychwch ar rai o'r astudiaethau achos a gr\u00ebwyd ym Mhrifysgol Caerdydd yma.<\/a><\/p>\n            <\/div>\n        <\/div> \n\n    \n<h2>Archwiliad Dyfnach o Brofiadau Dysgu Diddorol<\/h2>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-key-principles-1-deeper-dive-cy-1\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Dulliau o Greu Profiadau Dysgu Diddorol <\/h2> <div class=\"accordion-section-body collapse \" id=\"content-key-principles-1-deeper-dive-cy-1\"><p>Mae nifer o ffyrdd y gallech ddewis defnyddio dysgu gweithredol i greu profiad diddorol i\u2019ch myfyrwyr, gan gynnwys: <\/p>\n<ul>\n<li><strong>Dysgu sy\u2019n Seiliedig ar Broblemau (PBL)<\/strong> \u2013 lle mae myfyrwyr yn cymhwyso eu gwybodaeth a'u sgiliau i fynd i'r afael \u00e2 phroblemau yn y byd go iawn neu yn y byd damcaniaethol.<\/li>\n<li><strong>Dysgu sy\u2019n Seiliedig ar Ymholiad (EBL)<\/strong> \u2013 lle mae myfyrwyr yn gwneud ymchwil i ymateb i gwestiynau(au), a all gael eu gosod gan yr athro\/hwylusydd neu a nodwyd gan ddysgwyr.<\/li>\n<li><strong>Dysgu drwy brofiad<\/strong> \u2013 lle mae myfyrwyr yn cael eu trochi mewn lleoliadau yn y byd go iawn, neu gyd-destunau sy'n efelychu lleoliadau'r byd go iawn, gan ganiat\u00e1u iddynt gymhwyso a gwneud cysylltiadau rhwng eu dysgu a'r byd y tu allan i'r ystafell ddosbarth neu'r labordy. Gallai enghreifftiau gynnwys lleoliadau profiad gwaith, teithiau maes ac ymweliadau safle.<\/li>\n<li><strong>Gweithgareddau creadigol neu weithgareddau<\/strong> sy\u2019n seiliedig ar adeiladu, lle mae myfyrwyr yn cynhyrchu rhyw fath o gynnyrch neu allbwn i ddangos neu roi tystiolaeth o'u dysgu. Mae enghreifftiau cyffredin yn cynnwys posteri, cyflwyniadau, fideos neu adnoddau dysgu, ond mae'r rhestr yn ddiddiwedd!<\/li>\n<li><strong>Gweithgareddau dysgu cydweithredol<\/strong>, lle mae myfyrwyr yn gweithio gyda'i gilydd neu gydag aelodau'r cyhoedd, cyrff proffesiynol neu asiantaethau sector cyhoeddus\/preifat i gynhyrchu allbwn a rennir neu i gyrraedd nod penodol. <\/li>\n<li><strong>Creu g\u00eam a dysgu chwareus<\/strong> \u2013 lle defnyddir elfennau sy'n gysylltiedig \u00e2 g\u00eam fel strategaeth i ennyn diddordeb dysgwyr a chynyddu'r mwynhad canfyddedig o ddysgu. Er bod llawer o waith ymchwil yn canolbwyntio ar ddefnyddio gemau fideo, gall dulliau ar sail gemau hefyd gynnwys yr hyn a elwir yn ddulliau \u2018technoleg isel\u2019, megis gemau bwrdd, cwisiau a phosau<\/li>\n<\/ul>\n<p>Mae Toda et al. (2019)  yn defnyddio tacsonomeg i ddangos y gwahanol elfennau o gemau y gellir eu hymgorffori mewn dysgu; mae'r rhain yn cynnwys adrodd straeon\/naratif, cystadleuaeth, amcanion, pwyntiau, gwobrau a byrddau arweinwyr. <\/p>\n<figure id=\"post-726 media-726\" class=\"image w-50 clearfix\"><img decoding=\"async\" src=\"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/files\/2023\/06\/Gamification-Taxonomy_CY.png\" alt=\"Tacsonomeg gemeiddio ar ffurf cylch o liwiau'r enfys.  1.\tElfennau prin wedi\u2019u cynrychiolir gan ddiemwnt. 2. Economi wedi\u2019i chynrychioli gan arwydd doler yr Unol Daleithiau. 3. Dewisiadau dan orfodaeth yn cael eu cynrychioli gan arwyddbost. 4. Tebygolrwydd yn cael ei gynrychioli gan ddis. 5. Pwysau amser wedi\u2019i gynrychioli gan oriawr amseru. 6. Bod o dan bwysau wedi\u2019i gynrychioli gan gymeriad dan straen. 7. Cystadleuaeth wedi\u2019i chynrychioli gan ornest freichiau am y cryfaf. 8. Cydweithredu wedi\u2019i gynrychioli gan ysgwyd llaw. 9. Enw da wedi\u2019i gynrychioli gan s\u00ear. 10. Newydd-deb wedi\u2019i gynrychioli gan si\u00e2p sy\u2019n nodi disgleirdeb. 11. Adnewyddu wedi\u2019i gynrychioli gan gylch yn llwytho. 12. Pos wedi\u2019i gynrychioli gan ddarnau pos. 13. Amcan wedi\u2019i gynrychioli gan darged. 14. Ymdeimlad wedi\u2019i gynrychioli gan ben yn edrych o\u2019r ochr. 15. Adrodd straeon wedi\u2019i gynrychioli gan swigod siarad. 15. Naratif wedi\u2019i gynrychioli gan lwybr troellog. 16. Cynnydd wedi\u2019i gynrychioli gan fariau llwytho. 17. Lefel wedi\u2019i gynrychioli gan saethau. 18. Pwynt wedi\u2019i gynrychioli gan sgorau rhifiadol. 19. Ystadegau wedi\u2019u cynrychiolir gan nifer o wahanol siartiau bar. 19. Cydnabyddiaeth wedi\u2019i gynrychioli gan dlws.\" \/><figcaption class=\"caption\">Syniadau ynghylch gemeiddio trwy dacsonomeg<\/figcaption><\/figure>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-key-principles-1-deeper-dive-cy-2\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Astudiaethau Achos o Brofiadau Dysgu Diddorol<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-key-principles-1-deeper-dive-cy-2\"><ol>\n<li>Ffug dreialon cyfreithiol mewn Ffarmacoleg (Yr Athro Derek Lang, MEDIC)<br \/>\n&nbsp;<br \/>\nYn y gweithgaredd hwn, mae myfyrwyr yn cymryd rhan mewn ffug dreial cyfreithiol, gan roi triniaethau cyffuriau dadleuol 'ar brawf'. Mae myfyrwyr yn cael eu grwpio i dimau erlyn ac amddiffyn ac yn paratoi ac yn cyflwyno eu hachosion ar gyfer treial. Mae ymgysylltiad a chanlyniadau myfyrwyr yn rhagorol yn yr enghraifft hon o ddysgu gweithredol, a adlewyrchir mewn adborth cadarnhaol cryf megis: <em>\"Roedd y dull addysgu hwn yn hynod arloesol ac yn ffordd hwyliog iawn o integreiddio gwybodaeth wrth ddysgu sut i ddehongli llenyddiaeth a dod i gasgliad cytbwys yn seiliedig ar y dystiolaeth\"<\/em><br \/>\n&nbsp;<br \/>\n<a href=\"https:\/\/www.bps.ac.uk\/publishing\/pharmacology-matters\/march-2019\/mock-legal-trial-in-teaching-pharmacology\">Darllenwch fwy am y ffug dreialon cyfreithiol yma<\/a> (yn Saesneg).<br \/>\n&nbsp;\n<\/li>\n<li>G\u00eam gardiau wedi'i chreu ar y cyd ar gyfer yr economi gylchol (Dr Marianna Marchesi, ARCHI)<br \/>\n&nbsp;<br \/>\nMae'r gweithgaredd dysgu gafaelgar hwn yn defnyddio g\u00eam gardiau a ddatblygwyd gan Dr Marchesi yn yr Ysgol Pensaern\u00efaeth, ac mae'n dangos manteision cadarnhaol 'creu g\u00eam'. Gyda'r g\u00eam 'Teuluoedd Cylchol', mae myfyrwyr a'r cyhoedd ehangach yn cael eu cyflwyno i arferion cynhyrchu a defnyddio sy'n angenrheidiol ar gyfer economi gylchol, ac mae ganddynt r\u00f4l weithredol wrth archwilio effaith dinasoedd ar yr amgylchedd.<br \/>\n&nbsp;<br \/>\n<a href=\"https:\/\/www.cardiff.ac.uk\/research\/explore\/find-a-project\/view\/2587142-circular-families-game\">Darllenwch fwy am g\u00eam gardiau Teuluoedd Cylchol yma<\/a> (yn Saesneg).<br \/>\n&nbsp;\n<\/li>\n<li>Dysgu gan gymheiriaid a chyfnewid rolau (Dr Stephanie Slater, CARBS)<br \/>\n&nbsp;<br \/>\nGyda dylunio meddylgar, gall creu cyfleoedd dysgu cyfoedion yn y cwricwlwm fod yn hynod effeithiol. Yn yr Ysgol Busnes, cafodd caniat\u00e1u lle i archwilio profiadau rhyngwladol amrywiol myfyrwyr trwy waith prosiect 'cyfnewid rolau' effaith gadarnhaol iawn ar fyfyrwyr.<br \/>\n&nbsp;<br \/>\n<a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/08975930.2019.1698395\">Darllenwch fwy am y prosiect a'i effaith gadarnhaol ar ddysgu myfyrwyr yma<\/a> (yn Saesneg).<\/li>\n<\/ol>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-key-principles-1-deeper-dive-cy-3\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Goresgyn Heriau i Greu Profiadau Dysgu Diddorol<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-key-principles-1-deeper-dive-cy-3\"><p><em>Sut alla i oresgyn heriau i greu profiad dysgu diddorol?<\/em><\/p>\n<p>Mae profiad dysgu diddorol yn dibynnu ar greu amgylchedd dysgu cadarnhaol a chynhwysol a gall nifer o ffactorau effeithio arno:<\/p>\n<ol>\n<li>Nifer fawr o fyfyrwyr<\/li>\n<li>Mannau dysgu heriol, e.e. darlithfeydd gyda seddau sefydlog<\/li>\n<li>Dysgwyr anghyfforddus neu bryderus neu rai y mae eu sylw wedi cael ei dynnu<\/li>\n<li>Athrawon a myfyrwyr yn cael eu llethu gan y defnydd o dechnoleg nad ydynt yn gyfarwydd \u00e2 hih<\/li>\n<li>Colli ymdeimlad o gymuned ehangach os yw myfyrwyr yn gweithio mewn grwpiau bach<\/li>\n<li>Ffactorau diwylliannol sy'n rhwystro mynediad at ddysgu<\/li>\n<\/ol>\n<p>Er mwyn ymateb i\u2019r heriau hyn, mae Petersen a Gorman (2014) yn cynghori\u2019r dull gweithredu canlynol:<\/p>\n<p><strong>Cyn Eich Sesiwn (yn ystod y cam dylunio)<\/strong><\/p>\n<ul>\n<li>Cynlluniwch weithgareddau sy'n bodloni'ch deilliannau dysgu a manteisiwch ar y gofod. Gall hyn gynnwys cynllunio ar gyfer gweithgareddau wrth gefn neu benderfynu sut y byddwch yn ymateb i newidiadau megis gr\u0175p llai na'r disgwyl o ddysgwyr, neu newid ystafell yn annisgwyl.<\/li>\n<li>Penderfynwch ba dechnoleg y byddwch ac na fyddwch yn ei defnyddio.<\/li>\n<li>Cymerwch agwedd gynyddol at newidiadau mewn addysgu.<\/li>\n<\/ul>\n<p><strong>Diwrnod Cyntaf Eich Sesiwn<\/strong><\/p>\n<ul>\n<li>Cyfleuwch eich athroniaeth am rolau athrawon a myfyrwyr;<\/li>\n<li>Mynegwch eich disgwyliadau ar gyfer rhyngweithio myfyriwr-hyfforddwr a myfyriwr-myfyriwr;<\/li>\n<li>Rhowch wybod i fyfyrwyr y byddwch yn gofyn am eu hadborth.<\/li>\n<\/ul>\n<p><strong>Yn ystod Sesiynau Dosbarth<\/strong><\/p>\n<ul>\n<li>Llywiwch sylw myfyrwyr yn ystod sesiynau;<\/li>\n<li>Neilltuwch amser ar gyfer rhyngweithio mewn gr\u0175p mawr;<\/li>\n<li>Gofynnwch am adborth myfyrwyr yn gynnar yn y semester.<\/li>\n<\/ul>\n<p>Bydd sicrhau bod paramedrau clir yn cael eu sefydlu yn ystod y cam dylunio hefyd yn eich galluogi i gynllunio eich gweithgareddau dysgu ac asesu yn fwy effeithiol. Hefyd, sicrhewch eich yn gwneud cynlluniau wrth gefn ('beth fyddaf yn ei wneud os\u2026?'), gan gynnwys methiant technoleg, grwpiau mwy neu lai, neu newid ystafelloedd.<\/p>\n<p> \n\n                        <div class=\"alert alert-info with-icon \">        \n                            <div class=\"alert-icon\">\n                    <svg class=\"icon\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" viewBox=\"0 0 793 696\" shape-rendering=\"geometricPrecision\" text-rendering=\"geometricPrecision\"><defs><linearGradient id=\"etZNF97Wf1q3-fill\" x1=\"351.931\" y1=\"516.34\" x2=\"670.917\" y2=\"516.34\" spreadMethod=\"pad\" gradientUnits=\"userSpaceOnUse\" gradientTransform=\"translate(0 0)\"><stop id=\"etZNF97Wf1q3-fill-0\" offset=\"0%\" stop-color=\"#12d69e\"\/><stop id=\"etZNF97Wf1q3-fill-1\" offset=\"100%\" stop-color=\"#00a870\"\/><\/linearGradient><linearGradient id=\"etZNF97Wf1q4-fill\" x1=\"0\" y1=\"153.98\" x2=\"318.986\" y2=\"153.98\" 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transform=\"matrix(1.13937 0 0 1 503.331 1752.58)\" fill=\"url(#etZNF97Wf1q6-fill)\"\/><\/g><\/svg>                <\/div>\n            \n            <div class=\"alert-body\">            \n                <h3>Awgrymiadau Cynwysoldeb<\/h3>                <ul>\n<li>Eglurwch y gweithredoedd, y disgwyliadau a phwrpas y gweithgaredd i'ch myfyrwyr, er mwyn sicrhau eich bod yn lleihau rhwystrau rhag dysgu, yn enwedig i'r myfyrwyr hynny sydd efallai wedi profi diwylliant addysgol llai gweithgar.<\/li>\n<li>Byddwch yn ymwybodol y gallai fod gennych fyfyrwyr ag anghenion dysgu ychwanegol, megis problemau symudedd, nam ar y synhwyrau neu heriau cymdeithasol, ac ystyriwch y rhain wrth i chi gynllunio ar gyfer gweithgareddau, <a href=\"https:\/\/udlguidelines.cast.org\/engagement\">gyda dulliau eraill o ymgysylltu<\/a>. Gallai hyn olygu bod angen hyblygrwydd ar gyfer presenoldeb, symud o gwmpas y gofod, neu addasu'r rhyngweithiadau disgwyliedig.<\/li>\n<\/ul>\n            <\/div>\n        <\/div> \n\n    <\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-key-principles-1-deeper-dive-cy-4\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Cyfeiriadau<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-key-principles-1-deeper-dive-cy-4\"><p>Petersen, C.I. a Gorman, K.S. (2014) Strategies to Address Common Challenges When Teaching in an Active Learning Classroom. New Directions for Teaching and Learning, 2014, 63-70. <a href=\"https:\/\/doi.org\/10.1002\/tl.20086\">https:\/\/doi.org\/10.1002\/tl.20086<\/a><\/p>\n<p>Bligh, D. A (2000) What\u2019s the Use of Lectures? San Francisco: Jossey-Bass<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-key-principles-1-deeper-dive-cy-5\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Rhannwch eich Adborth<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-key-principles-1-deeper-dive-cy-5\"><p>\n<!-- iframe plugin v.6.0 wordpress.org\/plugins\/iframe\/ -->\n<iframe loading=\"lazy\" class=\"image w-75\" src=\"https:\/\/forms.microsoft.com\/pages\/responsepage.aspx?id=MEu3vWiVVki9vwZ1l3j8vFjmzr0UHJNEkrFqXd1VVfhURFkwR1E4TzlNNFJGR1VIRDdKRENOOFZFSS4u\" width=\"100%\" height=\"500\" scrolling=\"yes\" frameborder=\"0\"><\/iframe>\n<\/p>\n<\/div> <\/div><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-key-principles-1-deeper-dive-cy-6\"\n        aria-expanded=\"false\"><svg class=\"icon icon-chevron-right\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" viewBox=\"0 0 19.75 32\">\n    <title>Chevron right<\/title>\n    <path d=\"M6.13,28.28L18.41,16,6.13,3.72,9.84,0l16,16-16,16Z\" transform=\"translate(-6.13 0)\"><\/path>\n<\/svg> Where Next?<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-key-principles-1-deeper-dive-cy-6\"><p><em>Ydych chi'n barod i archwilio rhai tudalennau proses?<\/em><\/p>\n<p>Os ydych yn cynllunio rhaglen newydd, neu ar gyfer ailddilysu, efallai y bydd y tudalennau canlynol yn ddefnyddiol yn y drefn hon:<\/p>\n<ul>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/chwmpasu-chreu-rhaglen\/\">Cwmpasu Rhaglen<\/a><\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/datblygu-rhaglen\/\">Ailddilysu Rhaglen<\/a><\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/dylunio-dysgu-a-pharatoi-i-addasu\/\">Dylunio Dysgu a Pharatoi i Addysgu<\/a><\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/gwella-dysgu\/\">Gwella Dysgu<\/a><\/li>\n<\/ul>\n<p>Neu, efallai, os ydych chi eisoes yng nghanol addysgu, efallai y bydd un o'r tudalennau canlynol yn ddefnyddiol i chi:<\/p>\n<ul>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/dylunio-dysgu-a-pharatoi-i-addasu\/\">Dylunio Dysgu a Pharatoi i Addysgu<\/a><\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/gwella-dysgu\/\">Gwella Dysgu<\/a><\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/adborth\/\">Adborth<\/a><\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/dylunio-dysgu-a-pharatoi-i-addasu\/dysgu-gwrthdro\/\">Dysgu Gwrthdro<\/a><\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/asesiadau-dilys\/\">Asesiadau Dilys<\/a><\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/egwyddorion-allweddol\/egwyddor-5-asesu-syn-gyfystyr-a-dysgu\/cyd-greu-mewn-asesiadau\/\">Cyd-greu mewn Asesiadau<\/a><\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/dylunio-cyffredinol-ar-gyfer-dys-cynfyfyrwyrgu\/\">Dylunio Cyffredinol ar gyfer Dys cynfyfyrwyrgu<\/a><\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cyflogadwyedd\/rhinweddau-graddedigion\/\">Rhinweddau Graddedigion<\/a><\/li>\n<li><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynaliadwyedd\/addysgeg-cynaliadwy\/\">Addysgeg Cynaliadwy<\/a><\/li>\n<\/ul>\n<\/div> <\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Mae dysgu 'diddorol' yn canolbwyntio ar roi'r myfyriwr wrth wraidd y profiad dysgu. Mae'n ymwneud \u00e2 chreu profiadau dysgu sy'n ddiddorol ac yn ysgogol, ac sy'n dal sylw myfyrwyr.","protected":false},"author":8903,"featured_media":0,"parent":191,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[20],"tags":[],"class_list":["post-442","page","type-page","status-publish","hentry","category-egwyddorion-allweddol"],"meta_box":{"cu_accordion":"","cu_alert":"","cu_tabs":"","cu_quote":""},"_links":{"self":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/442","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/users\/8903"}],"replies":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/comments?post=442"}],"version-history":[{"count":8,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/442\/revisions"}],"predecessor-version":[{"id":2436,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/442\/revisions\/2436"}],"up":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/191"}],"wp:attachment":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=442"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=442"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=442"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}