{"id":1352,"date":"2023-03-07T17:29:46","date_gmt":"2023-03-07T17:29:46","guid":{"rendered":"https:\/\/devnorthwales.wpengine.com\/?p=1352"},"modified":"2025-05-05T14:15:17","modified_gmt":"2025-05-05T13:15:17","slug":"pwysigrwydd-arsylwi-gan-gymheiriaid-mewn-addysg","status":"publish","type":"post","link":"https:\/\/online.wrexham.ac.uk\/cy\/pwysigrwydd-arsylwi-gan-gymheiriaid-mewn-addysg\/","title":{"rendered":"Pwysigrwydd arsylwi gan gymheiriaid mewn addysg"},"content":{"rendered":"<p>Mae arsylwi gan gymheiriaid mewn addysg yn ddull pwerus ar gyfer datblygu athrawon. Mae\u2019n ymwneud ag un athro\u2019n arsylwi athro arall o fewn ei ystafell ddosbarth gyda\u2019r nod o wella ei arferion addysgu, ynghyd \u00e2 rhoi budd i\u2019r sawl sy\u2019n cael ei arsylwi a\u2019r athro sy\u2019n gwneud yr arsylwi.<\/p>\n<p>Mae\u2019r arsylwadau hyn fel arfer yn rhan o broses ddwyffordd, ddwyochrog, gydag un athro\u2019n arsylwi\u2019r llall, ac yna\u2019n newid drosodd, i weld y gwahaniaethau o ran ymddygiad myfyrwyr a dysgu\u2019r myfyrwyr, yn ogystal \u00e2 llwybrau newydd o safbwynt addysgu da a gwella dysgu. Gall y dull hwn o weithio mewn parau gynnwys athrawon profiadol yn arsylwi &#8211; neu\u2019n cael eu harsylwi \u2013 gan athrawon sy\u2019n fwy newydd i\u2019r proffesiwn, ond gall hefyd gynnwys addysgwyr a chanddynt lefelau tebyg o brofiad o ran addysgu yn arsylwi\u2019r naill a\u2019r llall, er mwyn cael myfyrio ynghylch eu harferion dysgu ar y cyd.<\/p>\n<p>Mae arsylwi gan gymheiriaid yn bwysig oherwydd bod hyn yn:<\/p>\n<ul>\n<li>cefnogi datblygiad proffesiynol parhaus athrawon.<\/li>\n<li>defnyddio theori wybyddol gymdeithasol, sy\u2019n awgrymu bob pobl yn dysgu wrth arsylwi eraill a chyfranogi mewn amgylcheddau cymdeithasol.<\/li>\n<li>galluogi athrawon sy\u2019n arsylwi i adeiladu ar eu sylfaen wybodaeth bresennol trwy ddysgu strategaethau a chymwysiadau o safbwynt addysgeg, ac yna eu haddasu o fewn fframwaith eu dulliau addysgu a\u2019u harddulliau addysgu.<\/li>\n<li>caniat\u00e1u i athrawon sy\u2019n cael eu harsylwi rannu a dangos eu harbenigedd o fewn cyd-destun eu hystafelloedd dosbarth, a chael adborth a syniadau gwerthfawr.<\/li>\n<li>hyrwyddo <a href=\"https:\/\/www.pacey.org.uk\/Pacey\/media\/Website-files\/PACEY%20member%20practice%20guides%20(PDFs)\/PG04-self-reflective-practice.pdf\" target=\"_blank\" rel=\"noopener\">myfyrio ynghylch addysgeg<\/a>.<\/li>\n<\/ul>\n<p>Cydnabyddir hefyd bod arsylwi yn hybu hunanhyder athrawon i roi cynnig ar strategaethau newydd. Yn \u00f4l <a href=\"https:\/\/open-publishing.org\/journals\/index.php\/jutlp\/article\/view\/128\/128\" target=\"_blank\" rel=\"noopener\">Coelio drwy Wylio: Buddion o Arsylwi Cyfoedion<\/a>\u00a0&#8211; sef erthygl a ysgrifennwyd gan y seicolegwyr addysgol Graham D. Hendry a Gary R. Oliver, ac a gyhoeddwyd yn y <em>Journal of University Teaching &amp; Learning Practice<\/em> \u2013 mae athrawon yn cael budd mawr o arsylwi.<\/p>\n<p>Yn \u00f4l yr erthygl, \u201cMae\u2019r farn draddodiadol ynghylch y broses hefyd yn cynnwys y dybiaeth y gall cydweithwyr ddysgu\u2019n effeithiol o adborth amlwg ac adeiladol ei gilydd ynghylch addysgu a arsylwir. Fodd bynnag, o\u2019r dystiolaeth gwelwn yn fwyfwy y gall gwylio cydweithiwr yn addysgu fod yr un mor fuddiol ag, os nad yn fwy felly, na derbyn adborth, hyd yn oed pan fydd yr adborth hwnnw\u2019n drylwyr iawn.\u201d<\/p>\n<p>\u201cMae\u2019r sawl sy\u2019n arsylwi\u2019n dysgu am sut i berfformio\u2019r arfer drwy ei weld, yn hytrach na chael gwybod amdano, gan ddod i sylweddoli (a chryfhau ei hunan-effeithiolrwydd) y gall yntau hefyd addysgu yn y modd hwn, gan gael ei ysgogi felly i roi cynnig arni.\u201d<\/p>\n<h2>Arsylwi ar y lefel sefydliadol<\/h2>\n<p>Yn y Deyrnas Unedig, diben arferol arsylwi gan gymheiriaid yw hyrwyddo datblygiad proffesiynol ac academaidd. Tra bo sefydliadau athrawon yn debygol o gefnogi arsylwi gan gymheiriaid \u2013 ac mewn sawl achos, mae ysgolion yn cymryd cyfrifoldeb dros hwyluso adolygiadau gan gymheiriaid \u2013 nid yw\u2019r sefydliadau hyn yn gwybod beth yw canlyniadau ac ystyriaethau beirniadol yr arsylwadau a gynhaliwyd.<\/p>\n<p>Mae\u2019n werth nodi hefyd, tra bo\u2019r fframweithiau arsylwadol yn debyg, mae arsylwi gan gymheiriaid yn rhywbeth ar wah\u00e2n i\u2019r arsylwadau o wersi a gynhelir gan y <a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/936246\/Inspecting_education_quality_Lesson_observation_report.pdf\" target=\"_blank\" rel=\"noopener\">Swyddfa Safonau Mewn Addysg (Ofsted)<\/a> fel rhan o\u2019i harolygiadau a\u2019i gwerthusiadau. Trwy arsylwi, mae Ofsted yn asesu ansawdd addysgu, ymddygiad, a\u2019r cwricwlwm, gyda gwahanol ddangosyddion llwyddiant ym mhob un o\u2019r tri maes, gan gynnwys:<\/p>\n<p><strong>Addysgu <\/strong><\/p>\n<ul>\n<li>Mae athrawon yn dangos sgiliau cyfathrebu da.<\/li>\n<li>Mae athrawon yn meddu ar sgiliau holi da.<\/li>\n<li>Mae athrawon yn rhoi adborth clir, manwl ac adeiladol yn y dosbarth.<\/li>\n<\/ul>\n<p><strong>Ymddygiad<\/strong><strong>\u00a0<\/strong><\/p>\n<ul>\n<li>Mae athrawon yn creu dosbarthiadau cefnogol sy\u2019n canolbwyntio ar ddysgu.<\/li>\n<li>Mae ymddygiad disgyblion yn cyfrannu at y gallu i ganolbwyntio ar ddysgu.<\/li>\n<\/ul>\n<p><strong>Cwricwlwm\u00a0 <\/strong><\/p>\n<ul>\n<li>Mae athrawon yn defnyddio eu harbenigedd pynciol i ddarparu cyfleoedd dysgu effeithiol.<\/li>\n<li>Mae cynnwys gwers yn briodol i\u2019r gr\u0175p oedran ac nid yw\u2019n gostwng disgwyliadau.<\/li>\n<li>Mae dilyniant rhesymegol i\u2019r wers.<\/li>\n<\/ul>\n<h2>Y broses o arsylwi gan gymheiriaid<\/h2>\n<p>Bydd y fframwaith arsylwi gan gymheiriaid yn amrywio rhwng gwahanol ysgolion a sefydliadau, ond, fel arfer, mae\u2019n cynnwys ychydig o gamau allweddol.<\/p>\n<ol>\n<li><strong>Paratoi<\/strong>. Mae\u2019r athro sydd eisiau cael ei arsylwi yn cytuno ar y testun sylw a\u2019r diben a fynnir o ganlyniad i\u2019r arsylwi gyda\u2019r athro sy\u2019n arsylwi. Er enghraifft, os yw\u2019r athro\u2019n rhoi strategaethau addysgu newydd ar waith, ac eisiau cael sesiwn adborth yn eu cylch ar \u00f4l eu rhoi ar waith, dylid s\u00f4n am hyn yn y cyfnod cyn arsylwi. Ac o ran yr athro sy\u2019n arsylwi, dylid dewis rhywun sy\u2019n debygol o fod \u00e2 dealltwriaeth ddefnyddiol neu safbwynt gwahanol o ran y maes sydd dan sylw, ynghyd \u00e2 fformat ar gyfer yr arsylwi. Er enghraifft, a fydd yr athro\u2019n gweithio gyda grwpiau bach o ddysgwyr, neu ddosbarth llawn o ddisgyblion?<\/li>\n<li><strong>Arsylwi<\/strong>. Yn ystod y sesiwn arsylwi, dylai\u2019r athro sy\u2019n arsylwi ysgrifennu unrhyw sylwadau neu adborth sydd ganddo ynghylch y meysydd dan sylw a drafodwyd yn ystod y cyfnod paratoi. Fel arfer, ni fydd yr athro sy\u2019n arsylwi yn cymryd rhan yn y wers neu\u2019r dysgu, oni chytunwyd hyn ymlaen llaw.<\/li>\n<li><strong>Myfyrio a thrafod<\/strong>. Bydd y ddau athro\u2019n cyfarfod i fyfyrio ynghylch y sesiwn arsylwi, ac yn ei drafod gyda\u2019i gilydd. Dylai\u2019r drafodaeth ar \u00f4l y sesiwn arsylwi ganolbwyntio ar gryfderau, yn ogystal ag awgrymiadau adeiladol, ymarferol o ran gwelliannau, gyda\u2019r sylw ar y meysydd a gytunwyd ymlaen llaw. Cedwir y sgwrs hon, yn ogystal ag unrhyw ddeunyddiau cysylltiedig, yn gyfrinachol, ac ni fydd barnau neu feirniadaeth nad yw\u2019n ymwneud \u00e2\u2019r maes dan sylw yn rhan o\u2019r drafodaeth honno.<\/li>\n<\/ol>\n<h2>Manteision arsylwi gan gymheiriaid<\/h2>\n<p>Mae arsylwi addysgu gan gymheiriaid o fudd i bawb sy\u2019n ymwneud \u00e2 lleoliadau addysg, o addysg y blynyddoedd cynnar i addysg uwch. Mae hyn yn cynnwys:<\/p>\n<h3>Athrawon<\/h3>\n<p>Trwy arsylwi gan gymheiriaid, gall athrawon gael adborth gwerthfawr a dysgu technegau a dulliau newydd.<\/p>\n<p>Gall athrawon a arsylwir roi strategaethau newydd ar waith a chael adborth adeiladol ar unwaith gan eu cymheiriaid, neu ddarganfod dulliau newydd ar gyfer mynd i\u2019r afael \u00e2 heriau neu broblemau trwy drafod opsiynau a syniadau gyda\u2019u cydweithiwr yn dilyn y sesiwn arsylwi. Yn y cyfamser, gall arsylwi athrawon wella eu sgiliau cyfathrebu, gallant ddysgu dulliau gweithio newydd i fynd i\u2019r afael \u00e2 heriau a rennir, trwy gael tiwtorialau gan athrawon eraill, ynghyd \u00e2 myfyrio ynghylch eu harferion addysgu eu hunain.<\/p>\n<p>Trwy\u2019r dull hwn o ddysgu proffesiynol, gall athrawon hefyd gael budd o\u2019r atgyfnerthiad cadarnhaol a geir o ganlyniad i rannu eu cryfderau, eu sgiliau addysgu, ynghyd ag agweddau ar arferion da gyda\u2019u cydweithwyr, a\u2019u cyd-drafod.<\/p>\n<h3>Dysgwyr<\/h3>\n<p>Mae arsylwi gan gymheiriaid yn sicrhau bod disgyblion a myfyrwyr yn derbyn darpariaeth addysgu effeithiol sy\u2019n cefnogi eu datblygiad yn well. Maent hefyd yn cael budd o brofiad dysgu a deilliannau dysgu gwell.<\/p>\n<h3>Ysgolion a sefydliadau<\/h3>\n<p>Caiff ysgolion a sefydliadau cyfan eu cryfhau a hyd yn oed eu trawsnewid gan ganlyniadau arsylwi gan gymheiriaid o safbwynt addysgu athrawon. Mae staff dysgu\u2019n fwy effeithiol, mae dysgwyr yn fwy llwyddiannus, mae\u2019r naill a\u2019r llall yn teimlo eu bod yn cael gwell cefnogaeth ac mae ysbryd yr ysgol yn gwella.<\/p>\n<h2>Ewch ati i wella eich dulliau addysgu trwy arsylwi gan gymheiriaid<\/h2>\n<p>Cewch archwilio cyfleoedd i hunanfyfyrio a\u2019ch dealltwriaeth o ddulliau arsylwi gan gymheiriaid gyda\u2019r radd <a href=\"https:\/\/online.wrexham.ac.uk\/ma-education\/\">MA Addysg<\/a> gan Ysgol Reolaeth Gogledd Cymru, y gellir cwblhau 100% ohoni ar-lein. Cr\u00ebwyd y rhaglen hon yn arbennig ar gyfer athrawon, hyfforddwyr, tiwtoriaid a gweithwyr addysgol proffesiynol o bob cefndir. Bydd yn eich galluogi i atgyfnerthu eich profiad gwaith ymarferol gyda\u2019r theori, y dulliau gweithio a\u2019r technegau a fydd yn eich helpu i lwyddo yn eich gyrfa fel ymarferwr addysgol.<\/p>\n<p>Un o\u2019r modiwlau allweddol o fewn y rhaglen feistr hyblyg hon yw mentora a hyfforddi ym maes addysg, sy\u2019n meithrin dealltwriaeth feirniadol o werth mentora a hyfforddi o safbwynt datblygu a gwella arferion gweithio proffesiynol. Mae\u2019n archwilio pwysigrwydd a diben arsylwi gan gymheiriaid ym maes dysgu ac addysgu, ac yn rhoi\u2019r cyfle i chi fyfyrio mewn modd beirniadol ynghylch arferion da ym maes addysg. Mae hi hefyd yn nodi effeithiau posibl codi safonau a gwella addysgeg, ac yn archwilio\u2019r gallu i wella ansawdd dysgu ac addysgu trwy weithgaredd proffesiynol ar lefel uwch.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Mae arsylwi gan gymheiriaid mewn addysg yn ddull pwerus ar gyfer datblygu athrawon. Mae\u2019n ymwneud ag un athro\u2019n arsylwi athro arall o fewn ei ystafell ddosbarth gyda\u2019r nod o wella ei arferion addysgu, ynghyd \u00e2 rhoi budd i\u2019r sawl sy\u2019n cael ei arsylwi a\u2019r athro sy\u2019n gwneud yr arsylwi. Mae\u2019r arsylwadau hyn fel arfer yn &hellip; <a href=\"https:\/\/online.wrexham.ac.uk\/cy\/pwysigrwydd-arsylwi-gan-gymheiriaid-mewn-addysg\/\">Continued<\/a><\/p>\n","protected":false},"author":13,"featured_media":1351,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_daim_seo_power":"","_daim_enable_ail":"","footnotes":""},"categories":[34,20],"tags":[],"class_list":["post-1352","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education-cy","category-erthyglau"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Pwysigrwydd arsylwi gan gymheiriaid mewn addysg - Ysgol Reolaeth Gogledd Cymru<\/title>\n<meta name=\"description\" content=\"Peer observation involves one teacher observing another teacher in their classroom setting with the aim of enhancing their teaching practice.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/online.wrexham.ac.uk\/cy\/pwysigrwydd-arsylwi-gan-gymheiriaid-mewn-addysg\/\" \/>\n<meta property=\"og:locale\" content=\"cy_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Pwysigrwydd arsylwi gan gymheiriaid mewn addysg - Ysgol Reolaeth Gogledd Cymru\" \/>\n<meta property=\"og:description\" content=\"Peer observation involves one teacher observing another teacher in their classroom setting with the aim of enhancing their teaching practice.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/online.wrexham.ac.uk\/cy\/pwysigrwydd-arsylwi-gan-gymheiriaid-mewn-addysg\/\" \/>\n<meta property=\"og:site_name\" content=\"Ysgol Reolaeth Gogledd Cymru\" \/>\n<meta property=\"article:published_time\" content=\"2023-03-07T17:29:46+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-05-05T13:15:17+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/online.wrexham.ac.uk\/wp-content\/uploads\/2023\/03\/01_Importance-of-peer-observation.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"800\" \/>\n\t<meta property=\"og:image:height\" content=\"300\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Ruth Brooks\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Ruth Brooks\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"7 munud\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/pwysigrwydd-arsylwi-gan-gymheiriaid-mewn-addysg\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/pwysigrwydd-arsylwi-gan-gymheiriaid-mewn-addysg\\\/\"},\"author\":{\"name\":\"Ruth Brooks\",\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/#\\\/schema\\\/person\\\/78a0572f5f1b0cd34114b7db2fce2ded\"},\"headline\":\"Pwysigrwydd arsylwi gan gymheiriaid mewn addysg\",\"datePublished\":\"2023-03-07T17:29:46+00:00\",\"dateModified\":\"2025-05-05T13:15:17+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/pwysigrwydd-arsylwi-gan-gymheiriaid-mewn-addysg\\\/\"},\"wordCount\":1395,\"commentCount\":0,\"image\":{\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/pwysigrwydd-arsylwi-gan-gymheiriaid-mewn-addysg\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/wp-content\\\/uploads\\\/2023\\\/03\\\/01_Importance-of-peer-observation.jpg\",\"articleSection\":[\"Education\",\"Erthyglau\"],\"inLanguage\":\"cy\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/pwysigrwydd-arsylwi-gan-gymheiriaid-mewn-addysg\\\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/pwysigrwydd-arsylwi-gan-gymheiriaid-mewn-addysg\\\/\",\"url\":\"https:\\\/\\\/online.wrexham.ac.uk\\\/cy\\\/pwysigrwydd-arsylwi-gan-gymheiriaid-mewn-addysg\\\/\",\"name\":\"Pwysigrwydd arsylwi gan gymheiriaid mewn addysg - 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