{"id":8332,"date":"2024-11-28T10:31:42","date_gmt":"2024-11-28T10:31:42","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=8332"},"modified":"2024-12-13T14:04:58","modified_gmt":"2024-12-13T14:04:58","slug":"amrywiaeth-myfyrwyr","status":"publish","type":"page","link":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/cyflwyniad-i-addysg-gynhwysol\/amrywiaeth-myfyrwyr\/","title":{"rendered":"Amrywiaeth myfyrwyr"},"content":{"rendered":" \n\n
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Dylunio Tudalennau Cynwysoldeb<\/h3>

Mae'r holl dudalennau Cynwysoldeb wedi'u cynllunio gan ddilyn egwyddorion Dylunio Cyffredinol ar gyfer Dysgu (UDL<\/a>). Fe welwch gyfuniad o destun, fideo a delweddau, ynghyd \u00e2 rhai pwyntiau ar gyfer myfyrio, enghreifftiau ymarferol ac astudiaethau achos.<\/p>\n

Gallwch ddewis darllen y testun, neu gael mynediad at fideo o'r un deunydd. Mae'r recordiad ar waelod y dudalen hon<\/a>. Gallwch hefyd fynychu gweithdy ar y pwnc: i gael gwybod mwy gweler y blwch DPP ar waelod y dudalen hon<\/a>.<\/p>\n <\/div>\n <\/div> \n\n \n

Amrywiaeth ein Myfyrwyr<\/span><\/b>\u00a0<\/span><\/h2>\n

Mae mwy o amrywiaeth mewn Addysg Uwch nag erioed o\u2019r blaen. Fel y gwelwn yn y graff isod, mae cyfranogiad mewn Addysg Uwch ymhlith pobl sy’n hanu o’r DU wedi codi’n ddramatig ers 1950, pan oedd llai na 5% o’r boblogaeth yn mynd i’r Brifysgol. Mae ehangu’r system addysg uwch i oddeutu 50% o’r rhai sy’n gadael ysgol a cholegau wedi arwain at lawer mwy o amrywiaeth ymhlith myfyrwyr.\u00a0<\/span>\u00a0<\/span><\/p>\n

Mae hyn, yn rhannol, hefyd wedi cael ei yrru gan gynlluniau ehangu mynediad a chyfranogiad yn holl genhedloedd y DU, a deddfwriaeth cydraddoldeb. Ar yr un pryd, mae cynlluniau i ryngwladoli wedi arwain at fwy o myfyrwyr yn dod i astudio mewn addysg uwch yn y DU, gan godi o 226,270 yn 2012\/3 i 314,790 yn 2021\/2, ac o ganlyniad i\u2019r cynnydd hwnnw yn 23.8% o boblogaeth myfyrwyr y DU yn y flwyddyn honno (Universities UK, 2023). At ei gilydd, mae’r tueddiadau cymdeithasol hyn wedi arwain at fwy o amrywiaeth yng nghymuned y brifysgol.\u00a0<\/span><\/p>\n

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Figure 1: Higher Education Participation rates in the UK 1950-2010 (TES 2013)<\/p>\n

Mae’n bwysig deall, ymateb i, a dathlu amrywiaeth ein myfyrwyr, ac mae hyn \u201cyn gofyn am roi sylw i’r hunaniaethau cymhleth, deinamig, a chroestoriadol y mae pob dysgwr ac athro yn dod gyda nhw i\u2019r profiad addysgegol\u201d (Lawrie et al. 2017).<\/span>\u00a0<\/span><\/p>\n

Rydym yn defnyddio diffiniad eang wrth ystyried amrywiaeth, sef cysyniadaeth Thomas a May (2010) o bedwar dimensiwn eang o amrywiaeth, lle gall pob myfyriwr (ac aelod o staff) amrywio: yn addysgol, o ran cymeriad, yn \u00f4l eu hamgylchiadau ac yn ddiwylliannol.<\/span>\u00a0<\/span><\/p>\n

\"Diversity<\/p>\n

Ffigur 3: Dimensiynau Amrywiaeth (Thomas a May 2010: 8)<\/p>\n

Er bod rhai o’r nodweddion hyn yn cael eu cydnabod yn Neddf Cydraddoldeb 2010 fel rhai gwarchodedig, ac y gallai rhai fod yn gymwys i gael cymorth ychwanegol gan wasanaethau prifysgol penodol (megis anabledd), maen nhw oll yn gofyn i ni ystyried dyluniad ein haddysgu a’n harferion, er mwyn sicrhau bod pob myfyriwr yn cael <\/span>profiad teg<\/span>.\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n

Mae Deddf Cydraddoldeb (2010) yn ei gwneud yn ofynnol i ni fod yn ragweledol yn ein darpariaeth addysgol: felly, ddylwn ni ddim aros nes bod myfyriwr yn cyflwyno angen neu nodwedd ddysgu benodol. Yn hytrach, rhaid inni ddylunio ein haddasiadau o’r cychwyn cyntaf, i ddarparu ar gyfer mwyafrif yr anghenion.<\/span><\/span>\u00a0<\/span><\/p>\n

Felly sut rydym yn defnyddio dull sy’n seiliedig ar dystiolaeth i ddeall pwy yw ein dysgwyr, a darparu cyfleoedd dysgu sy’n ddilys, yn ystyrlon ac yn berthnasol i bawb? Gall deall nodweddion myfyrwyr Prifysgol Caerdydd fod o gymorth, ac felly, gall astudio\u2019r data ein helpu i fod yn ymwybodol faint o amrywiaeth sydd yn ein dosbarthiadau. <\/span><\/span>Mae data Prifysgol Caerdydd ar amrywiaeth ar gael i staff yma.<\/span><\/span><\/a>\u00a0<\/span><\/p>\n \n\n

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Reflection Activity: Your Diversity and Teaching Practice<\/h3>
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Using the Thomas and May table above, consider the following reflective prompts:<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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Do you have preconceived ideas of the ideal student or the typical student, and how does this influence your teaching design and practice<\/span> or your support of students<\/span>?<\/span><\/span>\u00a0<\/span><\/p>\n<\/div>\n

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Reflect up<\/span>on your own educational experiences, disposition, <\/span>circumstances<\/span> and cultural background. Do your own background and experiences influence both what you expect from students, and how you teach<\/span> and<\/span>\/or<\/span> support<\/span> them<\/span>?<\/span><\/span><\/p>\n<\/div>\n<\/div>\n <\/div>\n <\/div> \n\n \n \n\n

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Cardiff University Case Study: Reflecting on your background and teaching practice<\/h3>

\u201cMy learning experiences with Chinese and British higher education systems have primarily shaped my teaching beliefs and practices. From my prospect, the teachers\u2019 role in China is mainly to deliver information. In other words, teachers mostly use the \u2018Teacher-focused\u2019 method in the classrooms. Therefore, they spend less time helping students develop their critical thinking skills and facilitating their own learning.<\/p>\n

As a result, most students in China are very capable of remembering information and making sense of it. On the other hand, they are likely to be quiet in the classroom; they are not used to interacting with teachers. Compared with Chinese teachers, teachers in the UK are more \u2018Learner-focused\u2019 \u2013 they spend more time spotting individual differences in learning ability and facilitating learning in students\u2019 preferred learning styles. As a result, British students are provided with more space to develop their critical thinking skills.\u201d (Business Lecturer 2023).<\/p>\n <\/div>\n <\/div> \n\n \n

 <\/p>\n

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Ble Nesaf?<\/h2>\n

Addysg Gynhwysol: Mynegai’r Pynciau<\/span>\u00a0<\/span><\/p>\n

\"\"<\/figure>\n
<\/figure>\n
Rydych chi ar dudalen<\/span> 2 o 9 <\/strong>o\u2019r tudalennauthema Cynwysoldeb. Archwiliwch y lleill yma:<\/span><\/figure>\n

1..Cynwysoldeb a Fframwaith Addysg Gynhwysol Prifysgol Caerdydd<\/a><\/p>\n

2.Cyflwyniad i Addysg Gynhwysol<\/strong><\/a>
\n3. <\/strong>Meithrin ymdeimlad o berthyn i bob myfyriwr;<\/a>
\n4. Grymuso myfyrwyr i gyflawni eu potensial;<\/a>
\n5. Datblygu meddylfryd cynhwysol<\/a>
\n6. Dylunio Cyffredinol ar gyfer Dysgu\u202f<\/a>
\n7. Hygyrchedd Digidol<\/a><\/p>\n

8. Anabledd a Dyslecsia<\/a><\/p>\n

9. Myfyrwyr Rhyngwladd<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"Amrywiaeth ein Myfyrwyr\u00a0 Mae mwy o amrywiaeth mewn Addysg Uwch nag erioed o\u2019r blaen. Fel y gwelwn yn y graff isod, mae cyfranogiad mewn Addysg Uwch ymhlith pobl sy'n hanu […]","protected":false},"author":1,"featured_media":0,"parent":1441,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-8332","page","type-page","status-publish","hentry"],"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\/8332","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\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/comments?post=8332"}],"version-history":[{"count":3,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/8332\/revisions"}],"predecessor-version":[{"id":8507,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/8332\/revisions\/8507"}],"up":[{"embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/1441"}],"wp:attachment":[{"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=8332"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=8332"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=8332"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}