{"id":10255,"date":"2026-10-07T16:05:24","date_gmt":"2026-10-07T15:05:24","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=10255"},"modified":"2026-10-07T16:06:21","modified_gmt":"2026-10-07T15:06:21","slug":"learning-design-in-practice-designing-effective-flipped-learning-cym","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/learning-design-in-practice-designing-effective-flipped-learning-cym\/","title":{"rendered":"Learning Design in Practice: Designing effective flipped learning (CYM)"},"content":{"rendered":"<h2><b><span data-contrast=\"auto\">Dylunio dysgu gwrthdro effeithiol\u00a0<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/h2>\n<p><span data-ccp-props=\"{}\">\u00a0<\/span><b><span data-contrast=\"auto\">Pam mae\u2019n bwysig<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Mae dysgu gwrthdro fwyaf effeithiol pan mae\u2019r myfyrwyr yn defnyddio gweithgareddau cyn y dosbarth i baratoi ar gyfer dysgu ehangach yn y dosbarth. Yn hytrach na symud darlithoedd ar-lein, dylid canolbwyntio ar ddylunio tasgau cyn y sesiwn sy\u2019n cyflwyno cysyniadau allweddol, gan ryddhau amser gwerthfawr yn y dosbarth ar gyfer trafod, datrys problemau a chymhwyso. Mae hyn yn helpu myfyrwyr ddod i\u2019r dosbarth wedi paratoi\u2019n well, ac yn creu cyfleoedd ar gyfer dysgu ehangach.\u00a0<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{}\">\u00a0<\/span><b><span data-contrast=\"auto\">Awgrymiadau ymarferol<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<ul>\n<li><span data-contrast=\"auto\">Gwnewch yn si\u0175r bod y gweithgareddau cyn y dosbarth yn bwrpasol ac yn rhai y mae modd eu cyflawni (oddeutu 20-30 munud lle bo\u2019n bosibl).<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"auto\">Rhowch ddewis a hyblygrwydd i fyfyrwyr o ran y gweithgareddau cyn y dosbarth. Er enghraifft, darllen erthygl neu wylio fideo i baratoi ar gyfer y sesiwn gydamserol.\u00a0<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"auto\">Dylid alinio gweithgareddau cyn y dosbarth \u00e2\u2019r deilliannau dysgu\u00a0bwriedig.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"auto\">Defnyddiwch gwis byr neu gwestiynau myfyriol i wirio dealltwriaeth cyn y dosbarth.\u00a0<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"auto\">Dyluniwch weithgareddau yn y dosbarth lle mae gofyn i ddysgwyr gymhwyso, trafod neu werthuso\u2019r cynnwys cyn y dosbarth, yn hytrach na\u2019i ailadrodd.\u00a0<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"auto\">Esboniwch i fyfyrwyr pam fod y dull dysgu gwrthdro ar waith, a sut y bydd o fudd i\u2019w dysgu.\u00a0<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"auto\">Gosodwch ddisgwyliadau clir ar gyfer gweithgareddau cyn y dosbarth a chyfranogiad yn y dosbarth, yn enwedig pan fyddwch yn defnyddio dysgu gwrthdro gyda gr\u0175p am y tro cyntaf.\u00a0<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<\/ul>\n<h3><b><span data-contrast=\"auto\">Adnodd<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/h3>\n<p>Yn y fideo canlynol, Alex yn cyflwyno cysyniadau a buddion sylfaenol dysgu gwrthdro.<\/p>\n\n<!-- iframe plugin v.6.0 wordpress.org\/plugins\/iframe\/ -->\n<iframe loading=\"lazy\" class=\"image w-100\" src=\"https:\/\/cardiff.cloud.panopto.eu\/Panopto\/Pages\/Embed.aspx?id=b471e441-4c36-49d9-bfcc-b1640096e1cc&#038;autoplay=false&#038;offerviewer=true&#038;showtitle=true&#038;showbrand=true&#038;captions=false&#038;interactivity=all\" width=\"100%\" height=\"500\" scrolling=\"yes\" frameborder=\"0\"><\/iframe>\n\n<p><b><span data-contrast=\"auto\">Lawrlwytho:<\/span><\/b><span data-contrast=\"auto\">\u00a0<a href=\"https:\/\/cf-my.sharepoint.com\/:w:\/g\/personal\/stewarta12_cardiff_ac_uk\/IQCJYGYR8zOrSZufLCfkNys9AWxXNz-nzmTmiHjWNSiXjfU?e=7z5f6M\" target=\"_blank\" rel=\"noopener\">Rhestr Wirio Cynllunio Dysgu Gwrthdro<\/a><\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"auto\">Lawrlwytho:<\/span><\/b><span data-contrast=\"auto\">\u00a0<a href=\"https:\/\/cf-my.sharepoint.com\/:w:\/g\/personal\/stewarta12_cardiff_ac_uk\/IQAp4U0O-FJCS6WTN0UmKY8rATu_XOyIlj5CBKU0DQhCxig?e=74I6lV\" target=\"_blank\" rel=\"noopener\">Cwestiynau Cyffredin Dysgu Gwrthdro<\/a><\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<h3><b><span data-contrast=\"auto\">Myfyrio a Chymhwyso<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/h3>\n<p><span data-contrast=\"auto\">Dewiswch un sesiwn addysgu rydych chi\u2019n ei chynnal ar hyn o bryd.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-ccp-props=\"{}\">\u00a0<\/span><span data-contrast=\"auto\">Gofynnwch i\u00a0chi\u2019ch\u00a0hun:<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<ul>\n<li><span data-contrast=\"auto\">Pa wybodaeth hanfodol allai\u2019r myfyrwyr gael cip arni cyn y sesiwn?<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<li><span data-contrast=\"auto\">Sut allech chi ail-ddylunio\u2019r amser wyneb yn wyneb i ganolbwyntio ar gymhwyso gwybodaeth?<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><span data-ccp-props=\"{}\">\u00a0<\/span><span data-contrast=\"auto\">Ceisiwch ddefnyddio dull dysgu gwrthdro gydag un o\u2019ch sesiynau a gwerthuso ymateb eich myfyrwyr.\u00a0<\/span><\/p>\n<div class=\"accordion accordion-accessible\"><div class=\"accordion-section\">\n        <h2 class=\"accordion-section-header-title collapsed\" data-toggle=\"collapse\" href=\"#content-deeper-dive-flipped-learning-cym-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> Archwilio\u2019n Ddyfnach<\/h2> <div class=\"accordion-section-body collapse \" id=\"content-deeper-dive-flipped-learning-cym-1\"><h2><b><span data-contrast=\"auto\">Y dystiolaeth dros Ddysgu Gwrthdro<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/h2>\n<p><span data-contrast=\"auto\">Mae rhai o fanteision dysgu gwrthdro yn amlwg. Er enghraifft, mae rhyddhau amser rhag cyflwyno deunyddiau yn golygu y gellir neilltuo mwy o amser i weithgareddau gwerthfawr eraill, megis datblygu sgiliau, datblygu llythrennedd asesu, neu archwilio rhinweddau graddedigion. Gall dysgu gwrthdro hefyd gynnig mwy o gyfleoedd i gael profiadau dysgu cydamserol ystyrlon\u00a0<\/span><a href=\"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/learning-design-preparing-to-teach\/\"><span data-contrast=\"none\">(e.e. cymdeithasol, cymhwysol, trwy brofiad)<\/span><\/a><span data-contrast=\"auto\">\u00a0- yn syml trwy greu mwy o le yn y cwricwlwm.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Mae profiad dysgu gwrthdro yn dod \u00e2 myfyrwyr i gysylltiad \u00e2 llawer o agweddau y profwyd eu bod yn cynorthwyo dysgu, megis amgylchedd dysgu gweithredol ac ymatebol, deunyddiau cyn-dysgu, a chydweithio ac adborth cymheiriaid (Hamden\u00a0ac eraill, 2013;\u00a0McLaughlin\u00a0ac eraill, 2014; Freeman ac eraill, 2014).<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<h2><b><span data-contrast=\"auto\">Astudiaethau Achos<\/span><\/b><span data-ccp-props=\"{}\">\u00a0<\/span><\/h2>\n<p><b><span data-contrast=\"auto\">Dr Stephen Rutherford<\/span><\/b><br \/>\n<a href=\"https:\/\/www.cardiff.ac.uk\/learning-hub\/view\/flipping-the-classroom-video-case-study\"><span data-contrast=\"none\">Yn yr astudiaeth achos hon<\/span><\/a><span data-contrast=\"auto\">, mae Dr Stephen\u00a0Rutherford\u00a0(Ysgol y\u00a0Biowyddorau) yn amlinellu ei brofiadau o ddefnyddio dulliau dysgu gwrthdro.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<p><b><span data-contrast=\"auto\">Dr Anna\u00a0Sydor\u00a0a Dr Dominic Roche<\/span><\/b><br \/>\n<a href=\"https:\/\/www.cardiff.ac.uk\/learning-hub\/view\/the-online-flipped-classroom-in-interprofessional-learning\"><span data-contrast=\"none\">Yn yr astudiaeth achos hon<\/span><\/a><span data-contrast=\"auto\">, mae Dr Anna\u00a0Sydor\u00a0a Dr Dominic\u00a0Roche\u00a0(Ysgol y Gwyddorau Gofal Iechyd) yn rhoi sgwrs Pecha\u00a0Kucha, lle maent yn esbonio sut y gwnaethant ddefnyddio dulliau dysgu gwrthdro drwy ddarparu eu holl adnoddau dysgu i fyfyrwyr ar ddechrau'r cwrs.<\/span><span data-ccp-props=\"{}\">\u00a0<\/span><\/p>\n<\/div> <\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Dylunio dysgu gwrthdro effeithiol\u00a0\u00a0 \u00a0Pam mae\u2019n bwysig\u00a0 Mae dysgu gwrthdro fwyaf effeithiol pan mae\u2019r myfyrwyr yn defnyddio gweithgareddau cyn y dosbarth i baratoi ar gyfer dysgu ehangach yn y dosbarth. [&hellip;]","protected":false},"author":9344,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"categories":[80],"tags":[],"class_list":["post-10255","page","type-page","status-publish","hentry","category-dylunio-dysgu"],"meta_box":{"cu_accordion":"","cu_alert":"","cu_tabs":"","cu_quote":""},"_links":{"self":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/10255","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/users\/9344"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/comments?post=10255"}],"version-history":[{"count":5,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/10255\/revisions"}],"predecessor-version":[{"id":10359,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/pages\/10255\/revisions\/10359"}],"wp:attachment":[{"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/media?parent=10255"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/categories?post=10255"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/wp-json\/wp\/v2\/tags?post=10255"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}