{"id":1456,"date":"2023-08-17T12:47:21","date_gmt":"2023-08-17T11:47:21","guid":{"rendered":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/?page_id=1456"},"modified":"2026-09-16T11:54:11","modified_gmt":"2026-09-16T10:54:11","slug":"datblygu-meddyliau-cynhwysol","status":"publish","type":"page","link":"https:\/\/sites.cardiff.ac.uk\/education-development-toolkit\/cy\/trosolwg-or-themau\/cynwysoldeb\/datblygu-meddyliau-cynhwysol\/","title":{"rendered":"Datblygu Meddyliau Cynhwysol"},"content":{"rendered":"

Datblygu Meddylfryd Cynhwysol<\/span><\/span><\/h2>\n
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The Inclusive Education CPD Offer<\/h3>

In this Inclusivity page, you will learn to work with students to draw on the diversity of the learning community, question the origins of subject knowledge, and explore the practices you can use to develop an inclusive community, including supporting students to become active agents in inclusivity.<\/p>\n

You can choose to read the text, or alternatively you could use the Microsoft Immersive Reader,<\/a>\u00a0which has the ability to set preferences or use the 'read aloud' function.<\/p>\n

You can then advance your understanding by accessing the related pages or workshops on specific Inclusive Education topics, outlined at the end of the page.<\/p>\n

Key Reading for this page: Parsons, L. and Ozaki, C.C. 2020. Teaching and Learning for Social Justice and Equity in Higher Education. Swizerland: Springer<\/p>\n <\/div>\n <\/div> \n\n \n

Mae cymuned gynhwysol yn mynd i\u2019r afael o ddifrif \u00e2\u2019r heriau a\u2019r cymhlethdodau sy’n ymwneud \u00e2 pherthyn a chyflawni sy’n gynhenid \u200b\u200b\u200b\u200bmewn arferion traddodiadol ac elitaidd. Mae’n ymdrechu i’w goresgyn drwy nodi rhwystrau i ddysgu ac ymgysylltu, er mwyn hyrwyddo ‘Cymru fwy cyfartal’ (Deddf Llesiant Cenedlaethau’r Dyfodol 2015). Drwy ddatblygu meddylfryd cynhwysol, gallwn gefnogi a grymuso myfyrwyr o bob cefndir i ddathlu amrywiaeth, a dod yn ysgogwyr ac yn wneuthurwyr newid sy\u2019n gallu cymryd rhan weithredol mewn cefnogi datblygiad dyfodol cymdeithasol gyfiawn (Nod Datblygu Cynaliadwy 16 y Cenhedloedd Unedig).<\/span>\u00a0<\/span><\/p>\n

Ar y dudalen hon byddwch yn darllen am sut y gallwch chi ddefnyddio amrywiaeth y gymuned i gyfoethogi’r profiad dysgu, mynd i’r afael \u00e2 rhagfarn yn eich dull addysgu a\u2019ch adnoddau, a helpu myfyrwyr i ddatblygu meddylfryd cynhwysol wrth ddysgu. Mae ar gyfer unrhyw un sy’n addysgu neu’n cefnogi myfyrwyr, mewn unrhyw r\u00f4l.<\/span>\u00a0<\/span><\/p>\n

Gallwch ddatblygu eich dealltwriaeth o Ddatblygu Meddylfryd Cynhwysol drwy gymryd rhan yn ein gweithdai cysylltiedig, sydd ar gael yn anghydamserol, i’w gwneud yn eich amser eich hun. Gallwch fynd ati wedyn i wneud gweithdy byw (os oes digon o alw), neu gyfarfod pwrpasol gyda’r arweinydd i drafod sut i\u2019w roi ar waith yn eich arferion. Cewch ragor o wybodaeth ar dudalen DPP LTA Caerdydd.<\/span>\u00a0<\/span><\/p>\n

Mae’n cyd-fynd \u00e2 gofyniad cyffredinol y Fframwaith Safonau Proffesiynol (PSF 2024) ar gyfer ‘arferion effeithiol a chynhwysol’, ac yn benodol \u00e2 Gwerthoedd Proffesiynol Fersiwn 1: Parchu dysgwyr unigol a grwpiau o ddysgwyr, a Fersiwn 2: ‘Hyrwyddo ymgysylltiad mewn dysgu a chyfle cyfartal’. Mae hefyd yn galluogi K2: ‘Dulliau addysgu a chefnogi dysgwyr amrywiol’, a K5: ‘Gofynion ar gyfer sicrhau a gwella ansawdd.’<\/span>\u00a0<\/span><\/p>\n

Mae gan y Model Gwella Addysg Gynhwysol nifer o feysydd ffocws ar gyfer Datblygu Meddylfryd Cynhwysol i gefnogi eich hunanfyfyrio a’ch datblygiad ymhellach.\u00a0<\/span>\u00a0<\/span><\/p>\n

Mae datblygu meddylfryd strategol yn cefnogi cenhadaeth y Brifysgol i \u2018gynnig profiad addysgol rhagorol i fyfyrwyr o bob cefndir a phrofiad, ac ymrwymiad i ddysgu hyblyg gydol oes sy’n creu newid cadarnhaol\u2019, sy\u2019n elfen ganolog o strategaeth Prifysgol Caerdydd, \u2018Ein Dyfodol, Gyda\u2019n Gilydd\u2019.<\/span>\u00a0<\/span><\/p>\n

Datblygu Meddyflyd Cynhywsol<\/h3>\n \n\n
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Top Tips from Students<\/h3>
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\u2018I appreciate the School of Bioscience cultural event and how it celebrates various cultures and highlights diversity\u2019<\/span>\u00a0<\/span><\/p>\n<\/div>\n

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\u2018Psychology has events and talks related to a variety of topics- e.g., an event for world down syndrome day. <\/span>I believe it<\/span> is <\/span>really beneficial<\/span> to create awareness.\u2019<\/span><\/span><\/p>\n<\/div>\n

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\u2018I enjoyed the St Davids celebration SOCSI hosted by Sion. I enjoyed singing the Welsh national anthem and as an English person, I really enjoyed learning about Welsh culture.\u2019<\/span><\/p>\n<\/div>\n

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Provide opportunities for open discussion and anonymous feedback on your teaching practice, materials and what students would like to include in relation to inclusion <\/span>( '<\/span>what works\/doesn't work for you')<\/span><\/span><\/p>\n<\/div>\n

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Set interactive work in diverse and mixed teams (<\/span>set expectations for teams, and <\/span>switch and mix teams in sessions- move them!)<\/span><\/span><\/p>\n<\/div>\n

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Give opportunities for students to relate course content to their own experiences, encouraging the sharing of diverse perspectives and interpretations<\/span><\/p>\n<\/div>\n

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Integrate themes of equality, diversity and inclusivity into learning materials and activities<\/span><\/p>\n<\/div>\n <\/div>\n <\/div> \n\n \n

Mae addysg uwch yn fwy amrywiol nag erioed o’r blaen, ac felly mae sefydliadau’n chwarae rhan allweddol wrth roi’r sgiliau sydd eu hangen i fyfyrwyr ddod yn hyrwyddwyr cynhwysiant ar gyfer eu dyfodol. Gall yr amgylchedd dysgu amrywiol ddarparu lle i drafod, myfyrio, a beirniadu cysyniadau, ideolegau a hanesion disgyblaethau ac addysgeg. Gall hefyd alluogi myfyrwyr i ddefnyddio eu profiadau diwylliannol eu hunain, a meithrin ymwybyddiaeth ddiwylliannol o’r byd o’u cwmpas. Pan fyddwn yn mynd ati i addysgu o safbwynt meddylfryd cynhwysol, gan werthfawrogi amrywiaeth ein myfyrwyr a myfyrio ar ein rhagdybiaethau a’n rhagfarn ein hunain, dechreuwn osod anghenion amrywiol ein myfyrwyr yng nghanol dysgu.<\/span>\u00a0<\/span><\/p>\n

Mae’n bwysig cydnabod y bydd gan fyfyrwyr lefelau amrywiol o ddealltwriaeth o bynciau cydraddoldeb, amrywiaeth a chynhwysiant. Felly, mae’r cyfle i drafod a myfyrio\u2019n feirniadol ar them\u00e2u cydraddoldeb, amrywiaeth a chynhwysiant o fewn y cwricwlwm yn agwedd bwysig ar brofiad y myfyrwyr.\u00a0<\/span>\u00a0<\/span><\/p>\n \n\n

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Reflection Questions<\/h3>
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  • What consideration is given to your student's identities when planning your module or programme?<\/li>\n
  • How do you provide space throughout your programme or module for students to actively explore, critique and reflect on their own experiences, viewpoints, and intersectional identities?<\/li>\n
  • To what extent do you have a concept of the 'typical student'?<\/li>\n
  • Can you identify areas where you might make assumptions about students behaviour- for example lateness or inattention?<\/li>\n<\/ul>\n <\/div>\n <\/div> \n\n \n

    Defnyddio amrywiaeth y gymuned i gyfoethogi a llywio datblygiad y profiad dysgu<\/span><\/span>\u00a0<\/span><\/h3>\n

    Mae datblygu cymhwysedd diwylliannol o fewn y cwricwlwm yn meithrin gwerthoedd parch, yn ogystal \u00e2 gwerthfawrogi a deall gwahanol gefndiroedd diwylliannol, a thrwy hynny yn galluogi pawb i weithio’n effeithiol mewn byd sy\u2019n <\/span>globaleiddio<\/span> fwyfwy. Mae adroddiad <\/span>Advance<\/span> HE, Creu Strategaethau Digidol Gynhwysol (2023)<\/span>, er enghraifft, yn tynnu sylw at bwysigrwydd dylunio amgylcheddau dysgu sydd nid yn unig yn meithrin twf academaidd, ond sy\u2019n cefnogi twf diwylliannol a chymdeithasol pob <\/span>dysgwr<\/span>.<\/span><\/span>\u00a0<\/span><\/p>\n \n\n

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    The Student Perspective<\/h3>
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    \u2018Provide regular opportunities to discuss EDI topics in a safe and respectful space. In practice, this can be challenging to manage, but when done thoughtfully, it builds trust and mutual respect. <\/span>I\u2019ve<\/span> seen how open, <\/span>facilitated<\/span> conversations can shift classroom dynamics in a <\/span>really positive<\/span> way.\u2019<\/span><\/span><\/p>\n<\/div>\n

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    \u2018Encourage discussion between students about their experiences, <\/span>perhaps in<\/span> small groups, to encourage the development of a safe space. <\/span>Never <\/span>force a student to <\/span>disclose<\/span> anything that they do not feel comfortable saying. If it helps, leave the room briefly while students <\/span>engage in small-group conversations to emphasise that the learning is very much directed at them and their needs.\u2019<\/span><\/span><\/p>\n<\/div>\n <\/div>\n <\/div> \n\n \n

    Rhagfarn Ddiarwybod a Hygrededd <\/span>Epistemig<\/span><\/span>\u00a0<\/span><\/h2>\n

    Gwyliwch y cyflwyniad byr hwn ar <\/span>ragfarn ddiarwybod<\/span>:<\/span><\/span>\u00a0<\/span><\/p>\n

    How to use Unconscious Bias Training For Students – understanding unconscious bias video<\/a><\/p>\n