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German_ Courses/ past_ and_present

German Level 1 course overview

German Level 2 course overview

German Level 3 course overview

German Level 4 course overview

RAM Retirement Letter

Past Resources at CHS

Examples of G 4 Student work

Web sites for German stuff

Replication to other classes

 

Conference_presentations

 

      

Instructor: Robert A. Morrey Ph.D.



German Tutoring using Skype and Internet Materials 
After 2006, Dr. Morrey has held small classes for business people and has very successfully tutored students using both the materials available on this website and Skype for immediate audio communication

 

Internet German 
This class was taught for about 22 students in German 2-4 continuing from the regular class in 2001-2002. A few of these students continued through the 2002-2003 year. Grammar and explanatory material was available on the Internet with reading and video material in the school library and the students received regular high school credit for this class during the 2001-2003 school year.

 From 2003 on a few students enrolled in the Internet German class and completed all their work using the Internet for grammar and listening or working at home for computer-based practice and listening. Credit for German was given through New Start  for the years 2003-2006.

German 1
Highly structured curriculum with required use of technology - offered 2003-2004 via the Internet (see Internet site for the curriculum)

German 2
Highly structured curriculum with required use of technology - offered through Internet German 2001-5

German 3
Highly structured curriculum with a strong technology basis - offered through Internet German 2001-2005

German 4
Student-designed curriculum with a wide variety of technology employed - offered through Internet German 2001-6


German Independent Study
Technology-based program for students who need a special program - offered as part of Internet German 2001-5



Student Comments
Comments from students in the German program at Cupertino High School.

National German Test and Advanced Placement Scores
Achievement of the students since 2002

Achievement of the students on the National German Test for 1997.




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German Tutoring using Skype and Internet Materials

Course Description:

Individualized and personalized German Instruction

Students who wish to improve their German skills are interviewed to determine what their background is and learning goals are. Then they are tested for their knowledge of grammar and their skills with the spoken language and next they provide a detailed statement of their learning goals. Dr. Morrey then works with the student to determine an effective meeting schedule (either face-to-face in the southern part of the San Francisco Bay Area or via Skype) and frequency and sets up the first lessons at the appropriate level in the online materials. In addition to continual analysis of a students work and needs, periodic more formal reviews of the student's goals and desires provides Dr. Morrey with additional information for adjustments in how the lessons are structured. All tutoring lessons use the mataerial described below for German levels 1-4

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  Internet German- 2001-2006

Course Description:

German 1-5 (All instructional material is available on the Internet or available through the textbook - computer programs were not but are now available on this website, but each student has a copy of the material for use at home - video materials and reading books were available in a small room in the library and are now mostly on the Internet.)

The Internet-based German program for German 2 through German 4 in 2001-2002 was a unique one-year program at Cupertino High School, which was extended for another year for German 3-5. In the 2003-4 school year a few students began German 1 via the Internet and in 2004-2005 a few student were in the German 2 and German 3 Internet courses. Four areas of skill development are important at each level: out-of-class reading, a variety of listening activities (some available in the classroom and some through the Internet), extensive work on new grammar acquisition using written exercises and computer practice and testing programs, and individual speaking activities with the instructor. Students improve their skills in all areas, but the studentsí speaking skills are somewhat less well developed than in a regular class unless the students specifically focus on this area, as a few students have done. During the summer before September, 2001, I converted all my paper worksheets for German 2 and 3 and unit plans for German 3 to the Internet. I wrote unit plans for German 2 and rewrote and converted grammatical explanations for all the major grammar topics in German 2 and 3 to be more complete, to use color, and to be in .PDF format and placed them on the Internet. I converted a number of grammatical explanations for German 4 to .PDF files and placed all the material on the school website. I also established semester outlines of the work to be covered and listed the test deadlines for German 2 and German 3. Since German 4 has a different structure (see German 4 below), no specific set of unit plans or a semester outline was set up for them. In addition to these materials, I established a procedures website under SchoolNotes.com and set up a website (using MicroGrade) where students (and parents) could view their current grades and see what materials still needed to be completed. These two websites still provide those functions for the current students. During the course of the school year I meet with individual students whenever they need to take tests, complete oral work, or otherwise consult with me - the meeting frequency has been approximately once a week.

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German 1

Course Description:

German 1 (traditional class - until 6/2001; German 1 2003-2004 is on-line)

This class was the initial class in the German sequence at Cupertino High School and was offered via the Internet during the 2003-2004 school year. During the first three weeks all the major elements of the German sound system are practiced, techniques for learning vocabulary and other items are discussed, and oral work is begun. Throughout the year students are expected to learn vocabulary words and several major grammar concepts, develop skills in understanding spoken German, be able to respond in German to simple questions, and hear information about a variety of cultural differences.

Goals of the class include to:

  • learn how to pronounce German words
  • find out how to accurately learn vocabulary words
  • develop an understanding of several basic grammar concepts
  • acquire skill in using the basic material in several types of sentence structures in both written and oral activities
  • develop a personal interest in learning German just to learn rather than because it is an assignment
  • be exposed to a variety of cultural differences and specific German holidays
  • acquire the ability to use the technological learning tools required by the Internet class

Tools available include computer programs to learn how to spell accurately and how to use correct grammar, computer software for purchase for use at home, vocabulary lists and text materials, listening materials, a text that explains English grammar points for students learning German, and some basic reading texts.

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German 2

Course Description:

German 2 (traditional class - until 6/2001; Internet German 2001-2005)

This class was the second class in the German sequence at Cupertino High School.
Throughout the year students are expected to continue to learn vocabulary words and several major grammar concepts, begin to acquire skill in reading short stories in German, develop skills in understanding spoken German, be able to respond in German to simple questions, and continue to be exposed to cultural differences. In the second year a number of the grammar programs on the computer are required elements and are tested on the computer.

Goals of the class include to:

  • to accurately learn about 500 additional vocabulary words
  • develop an understanding of several additional important grammar concepts
  • acquire skill in using the new material in several types of sentence structures in both written and oral activities
  • improve the listening skills developed in the first year
  • learn how to use the technology needed to become more successful in the German class
  • to begin to take on some responsibility for being successful in the class.
Tools available include computer programs in class to learn how to spell accurately and how to use correct grammar, computer software for purchase for use at home, vocabulary lists and text materials, listening materials, a text that explains English grammar points for students learning German, and a reading text, and other individually available resources.

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German 3
Course Description:

German 3 (combined with German 4 - until 6/2001; Internet German 2001-2005)

The class structure of the original third year German program (before 6/2001) was very different from the structure in German 1 and German 2:

  • the teacher no longer worked with the entire class most of the period
  • assignments were given for a three to four week period, not daily
  • students were expected to manage their time and learn how to complete the work in the allotted time
  • students had to maintain certain records as part of their grade
  • students were now expected to assume more responsibility for their learning

The German 3 material consists of ten highly structured units of material; in each unit students are expected to complete the following kinds of items:

  • vocabulary and grammar programs on the computer (4-8 per unit)
  • listening and reading (recorded by each student)
  • speaking activities in German with the teacher (1-2 per unit)
  • written practice material (worksheets, workbook pages)
  • written and oral tests with the teacher

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German 4

 Course Description:

German 4 (combined with German 3 - until 6/2001; Internet German 2001-2005)

The class structure of the original fourth year German program was also very different from the structure in German 1 and German 2; under the Internet German program this class continued as described below during 2001-2002 and 2005-2006:

  • students were now expected to assume the responsibility for designing and completing their learning plan using certain guidelines
  • the teacher no longer worked with the students most of the period; they worked independently
  • students were expected to manage their time and learn how to complete the work in the alloted time
  • students had to write essays and transmit them via the Internet to the teacher
  • students had to maintain several records in a spreadsheet and send it to the teacher to receive a grade

In German 4 students were expected to complete work in seven of the ten pathways listed below and to do extensive additional work in a limited number of the pathways: 

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German Independent Study


Course Description:

Independent Study - German (Continued as Internet German 2001-2006)

This option was available to students:
  • who were highly motivated to study German
  • who knew how to organize their own learning program
  • who were interested in and capable of using technology (computers, video tapes, CD's)

Several types of students have participated in this type of program:

  • students with high language aptitude have completed two years in one
  • students who have completed at least German 1, but cannot fit the next level class into their schedule
  • students who have been overwhelmed by a major catastrophe and find they have to modify their class schedule or reduce their normal load
  • a few educational disadvantaged students
  • students who have a strong desire to learn German any way they can

This program requires students to set up a learning plan and schedule with the instructor. The student will be expected to learn vocabulary and grammar material from the computer and other resources with occasional discussions with the teacher. The student will have to schedule time to view video material in the German classroom and to hold oral discussions in German with the teacher.

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Student Comments
Comments from students in the German program at Cupertino High School.



Advanced Grammar Study.

At the German 4 level approximately 50 grammar data and vocabulary programs are available with more being added regularly. Together with the grammar summary sheets, textbook references, and review grammar references in various other texts, these items provide a substantial set of references for students who can progress through a wide variety of advanced grammar topics.
For those students who find grammar fascinating this pathway will provide information and practice on a wide variety of advanced grammar topics.

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Creative Writing

A variety of writing assignments can be undertaken and the ease and correctness of the writing can be facilitated with a word processor equipped with a dictionary for the appropriate language. Examples of the types of writing assignments which students might produce include such things as Ďa life in the day of ...í, the events of the past summer, plans for the future, a summary of a story or video, individually created stories of any length, and teacher-designed assignments.

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The Development of Listening Skills

With listening just as with speaking, the students who have a stronger grammar background and also a broader vocabulary invariably understand the spoken language better. In addition to intensive vocabulary and grammar work at all levels, the author employs six different commercial series of videos from the very beginning of German 1 through German 3 to help develop listening acuity, and the authorís current text provides pattern practice tapes with the first year book and dialog tapes for the first and second years. At the German 4 level the author has compiled a wide variety of listening materials which students can choose to hear/watch; this material will eventually be cataloged in a way which would allow students to know what is available and to make informed decisions about the material they might wish to view. In the meantime students need to ask the teacher what material is available.

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The Development of Speaking Skills

After many years of practice with the computer grammar programs, it is clear to the author that the better the studentís grammar background is the better a student can learn to speak. At Cupertino High School the speaking skill is developed through many activities: class discussion of a new grammar concept and intensive practice of individual grammar items on the computer, oral practice exercises of these grammar items in isolated sentences and then in face-to-face discussions with the instructor or at the German 4 level with a native- speaker aide on a variety of topics. In the oral discussions at the German 1 level each student must answer five questions spoken by the teacher in an oral interview at the end of each unit. In German 2 the oral interview questions continue, but now the students must speak for up to a minute to retell all or part of a story which they have read. In German 3 the students speak at least two minutes during the first semester and up to four minutes in the latter part of the year. By German 4 the students are expected to speak for over five minutes with the teacher and to participate in other activities to help develop their speaking skill. Interestingly enough, even though students continually state on year-end surveys that speaking is an important skill, some students really do not want to speak German at all, and they do as few speaking activities as possible in the fourth year. Other students take every opportunity to practice speaking, including speaking with German persons they meet outside of the school setting. Pictures, scenes on video tapes or laser disks are also used, on occasion, as stimuli for oral practice. To speak well requires a solid preparation in the grammar of the language, and then a great deal of practice with the instructor.

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Review of Previous Grammar Material

From the beginning of German 1 through the end of German 3 approximately 150 vocabulary and grammar programs are available on the computer system for review work. Each data program for an individual grammar topic consists of twenty to forty items for practice on the computer. Students may use these data programs in conjunction with one of the main computer programs: a learning/ practice program, three games, or a test program, and this practice can be done completely independently of the instructor unless the student needs to review one of the one-page written grammar summaries which the author has developed for many of the specific grammar concepts. At the advanced levels these summaries are written in German. This pathway is particularly valuable for students who may not remember well the materials from previous years or who never learned them well.

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Vocabulary Expansion

It is essential that a student of a language continually expand his/her knowledge of the vocabulary of the language. At the advanced level a variety of resources exist to assist the student. These include: words for Emil und die Detektive, words for other stories, words on the two separate frequency lists, words in the German 4 grammar text, additional words listed in the G5 computer directory, and certain other text resources.

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Advanced Placement German

The Advanced Placement program in German requires a balanced study in all of the above areas with particular emphasis on the development of an extensive vocabulary plus specific practice in timed essay writing and in techniques required to produce the speaking sample. At Cupertino High School few students take the AP exam at the end of the fourth year of study because they have not developed a large enough vocabulary to be able to easily understand the spoken materials or the written texts. This pathway would be appropriate for students who enter Cupertino High School as a freshman at the second year of language instruction, for very high aptitude students who complete German 1 and German 2 in their first at Cupertino High School, or for those few students who are extremely talented language learners who wish to work a bit harder in their junior and senior years to acquire the skills needed to be successful on the Advanced Placement exam.

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Foreign Language and the Internet

The Internet offers an unbelievable amount of current material in a huge variety of languages. Most of the major magazines and newspapers worldwide have web sites and readable material, and spoken versions of daily news programs in German and French are available through the Internet. Cities throughout the world are placing their own web sites on the Internet; these sites are valuable sources of information about the individual cities, the cultural events important to them, and places of interest to visitors to the city. E-mail connections to writers in other countries are also possible and very successful for some teachers. The Internet is not very useful for students below German 4 because of their limited language abilities, but it is possible to develop a focus area using the Internet for German 4 students who might be interested in the worldwide events, such as the reaction to political happenings in the United States, or in other topics where up-to-date news would be valuable. The students would locate and read (or listen to) material on the Internet and then report about it in some fashion to other students or to the teacher. Currently available on the Internet are web sites for more than a half of a dozen German magazines and newspapers and the spoken version of daily news from Deutsche Welle.

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The Reading of Novels

The materials for this focus area consist of several simplified novels. To assist the students in reading the first and second novels, extensive lists of vocabulary have been prepared which are also available on the computer system. For the first novel there has been compiled a detailed list of questions to help students focus on various elements of the story. A third and a fourth simplified novel are also available, each with some supplementary material to help the student understand more easily. The story line also provides ideas and material about which the student can write or which can be retold by the student.

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Reports on Historical or Cultural Elements of German Life

There are materials available in the classroom which students can use to listen to and write about three or four operas (available on video tape or laser disk) or about Beethoven, Mozart, or Schubert (Microsoftís Composers CDís. ). Biographies and other books on historical persons of German origin who were important in the United States or in Germany are also in the classroom. A variety of guidebooks for cities or monuments in Germany are also in the classroom and could provide materials for reports, and, of course, information from the Internet can be used to supplement the materials available in the classroom.

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Comments from students in the German program at Cupertino High School.


Tina Wainright (sophomore-German 1) writes:

Itís fun! Herr Morrey is one of the best teachers in the school. Besides it is very useful as we become more globally-related. The two major languages on the Internet, that Iíve seen, are English and German.

Ofelia Osegueda (Sophomore-German 1) writes:

German has been a fun experience for me. I enjoyed learning new words & learning how to say them. This is not a very hard class. As long as you pay attention you'll be fine.

Marcus Keller (Freshman-German 1) writes:

I am taking German right now and it is really fun. I recommend that you enroll in this class because you get to learn a new language, plus you will have a lot of fun. The classroom has tons of computers, so you can practice German in game forms or in tests. You should definitely enroll in this class next year if you want to have a great time.


Anthony Garcia (junior-German 1) says:

Itís a lot more fun and easier than the other two languages - believe me, Iíve taken them both.

Anonymous (German 1)

German looks great on the transcript. It may sound hard but it is fairly easy; the teacher is very smart and fun.

Trevor Curtis (junior)

German is a powerful feeling language. Not too difficult and is much better than taking another language offered at this school. Also, Mr. Morrey is a great teacher who obviously loves to learn about and teach German. He seems to really want students to learn instead of just coming every day because it is his job.

Jen Sabado (Junior-German 3) writes:

If you have any interest in going to a good college, facts are you will have to take at least two years of a foreign language. But which one to choose? There are three languages currently offered at Cupertino High School - French, Spanish and German. I'm sure some of you will want to continue the French and Spanish you took last year, but if you have had no previous language teaching and even if you have, I say, German is the way to go. Why do I say this, you ask, and what good is German anyway? Admittedly, it is not a language that is used on the streets very much the way Spanish is. ... Where you will run into and have an opportunity to use the language is in some of our more important European neighbors - Sweden, Austria and German itself ....
On a more personal note, German is a fun language. It is a dignified language at once remarkably like English and maddeningly different, and the learning environment is friendly and fun. It's best when you get into the higher classes like German 3 or 4. Should you stick around that long you will find more freedom to learn on your own initiative, and clases will have become smaller and very close-knit.

Steven Puccinelli (Junior-German 3) writes:

So you need to take a foreign language class, but you don't want to take boring Spanish. German Class is a much more individual program with lots of individual and class attention. The class does lots of work with computers, reads German stories, and has a good time doing it. Oh, by the way, you get to watch lots of videos too. At Christmas, the German class can go caroling to other classes in German. It is very fun and educational at the same time.

Michael Hansen (Junior-German 3) writes:

German is fun! All my friends hate their foreign language classes, but I love German. Secondly, it is a very easy language to learn, and the teacher does a great job of teaching. Third, it is a very relaxed environment.

Jamal Lansford (junior, German 3)

Right now Iím in German 3 and let me tell you something, German is the best language you can take at Cupertino High School. Now you might think that Spanish is the easiest, but it isnít. I tried taking Spanish, and although it is a great language to learn, it pales in comparison to German. Herr Morrey is one of the best teachers Iíve had at Cupertino High School. So what I am trying to say to you is if you want to take a foreign language, take one that is fun and exciting ... TAKE GERMAN.Ē

Alex Ding (junior, German 3) writes:

ďSo, are you planning to take a foreign language at Cupertino High School? Well, Iím telling you German is your best choice. Not only is it the easiest compared to the other languages (because it is most like English), but also the class is loads of fun. The teacher, Herr (Mr.) Morrey, is really good at using other forms of teaching that really get you to learn German fast and well. You get to work with computers and play class games and if the class is too slow for you, you can even go on semi-independent study. So take German and youíll be glad you did.Ē

Anonymous (German 4)

German is an interesting language. You have fun while in the classes, and the teacher is one of the best. You learn a lot about the language (and some of the finer points of English!). You work on computers starting about midway through the first year and continue to use them throughout the rest of your years in German. With the way Mr. Morrey teaches, you get experience both reading and speaking, as well as just listening. When you get to German 3 & 4, your studies become a little more independent. In German 3, you are supplied plans but do the stuff when it suits you, as long as itís before the plan is due. In German 4, you make your own plan & turn it in at the end of six weeks. German is a good language to learn. Itís interesting and fun to learn.Ē

Jennifer Schwehr (Senior-German 4) writes:

I am a German student at CHS. This is my senior year, so I am in German 4/5. This has been one of my favorite subjects in high school, my only regret is that German was not offered at Hyde. Even if you've been studying French or Spanish, I recommend German. Herr (Mr.) Morrey is a great teacher, we use computers and other technology alot, it's just a great class.

[In her senior year Jennifer is taking two periods of German every day.]

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Achievement of the students on the National German Test from 2002 - Internet program.

Results:

German 2 (2002 - first year of Internet program):

Pascal Gyger  - 92th percentile
Joseph Kies - 71st percentile

German 3:

Rick Morris - 66th percentile

German 4:

Nick Nozica - 92nd percentile
Carola Gyger - 84th percentile
(Advanced Placement German - 5)
          Kristen Lowy - 75th percentile
(Advanced Placement German - 4)
 
 

German 5 (2003):

Nick Nozica
(Advancement Placement German - 5)

German 2 (2005):

Julianne Hansen - 50th percentile

German 3:

Tony Seidl - 79th percentile
Turel Karaman  - 89th percentile

German 3 (2006):

Julianne Hansen - 63rd percentile (in the third level exam-Jan. 2006)
(Julianne had not studied any German after completing German 2 in October, 2005)

German 4:

Tony Seidl - 98th percentile
(Advanced Placement German - 4)
Turel Karaman  - 97th percentile
(Advanced Placement German - 5)

 

Achievement of the students on the National German Test for 1997 - regular program.


The results for this year's national German test were quite successful. In 1997 in the United States over 10,000 students at the second level, over 7000 students at the third level, and about 4500 at the fourth level participated in the exam. The purpose of this exam is to locate those American students who have been the most successful German students and award the very best of these students certain prizes (including some 40+ free trips to Germany for four weeks) and to recognize them at a reception. The students who are selected to take the exam are by and large the best German students in the country which makes our results this year very exciting. All students in German 2-4 took the exam and of these 40 students six students or 15% obtained a score above the 90th percentile.


Results:

German 2:

Marko Nozica (from Lynnbrook) - 98th percentile
Philip Snowberger - 94th percentile

German 3:

Alexandra Connell - 93rd percentile
(Alexandra has only studied German 1 1/2 years)
Alex Ding - 92nd percentile
[Two thirds of the entire German 3 class scored at or above
the 72nd percentile]

German 4:

Judy Hou - 95th percentile
Marcus Remne - 91st percentile
[Seventy percent of the German 4 class scored above the
50th percentile]

Note: Marko, Judy, and Marcus have had significant exposure to German other than at Cupertino High School.

Final Results of the 1997 National German Test competition:


After only 1 and 1/2 years of study of German Alexandra Connell (who is in German 3 and took the third level examination) placed 9th out of 14 among all contestants in Northern California. This achievement requires a score of at least 90 on the National German Test itself and then Alexandra had to write a letter in German and answer a few written questions as well as participate in a five-minute telephone interview also in German. In addition to these items her overall GPA is also used in the calculation of the final placement in the competition. Alexandra has used the various resources available in the classroom to help her learn; these include extensive computer practice programs, a variety of video materials, reading materials, and other classroom resources.


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Biographical Information for Dr. Robert A. Morrey

Work:

Cupertino High School 
(1971-2001 - regular teacher; 2001-2006 - Internet teacher)
10100 Finch Avenue
Cupertino, California 95014

Home:

e-mail: rmorrey@pacbell.net

Academic Preparation:

BA & MA in German (with study in Germany) - Stanford University
MA in Teaching - Stanford University
Ph.D. in Foreign Language Education (1970 - Stanford University)

Teaching Positions:

Internet German (2001-2006) - Fremont Union High School District

German/Algebra teacher (1971-2001) - Cupertino High School
Part-time programming instructor (1981-1983) - Radio Shack
Part-time FL Methods instructor (1972-1974) - College of Notre Dame, Belmont

 

Professional Organizations:

ACTFL, CLTA, FLANC, FLASCC (Foreign Language Association of Santa Clara Co.)
AATG (American Association of Teachers of German)
CRTA (California Retired Teachers' Association)
AARP (American Association of Retired Persons)

ISTE (International Society for Technology in Education)
CUE (Computer Using Educators)


Honors, Grants, Achievements, ...

Grant of 7 new computers (Smart Valley, Inc., 5/98) [ca. $14000]

Grant of $575 (I-CUE, 2/98)

Stipend from the Goethe Institute to study German for 10 weeks in Bonn, Germany (July, 1995)

California State Outstanding Foreign Language Teacher award (May, 1994)
Congress-Bundestag scholarship awarded to student for 1 year in Germany (1992)
Mentor Teacher project expansion grant (June 1991, $3270)
Received federal Christa McAuliffe Fellowship (April 1991, $20240)
School Improvement Program resource teacher (1989-1991) - administered $90000 budget
Fremont Union HSD grant for time for computer data development (Oct., 1988)
Grants of $500 (I-CUE, 12/87) and $2000 (Fremont UHSD, 12/87) for training
Grant of $26000 of Tandy equipment (June, 1987)
Selected Mentor teacher (September, 1985)
Grant of $9000 (May, 1985) and AB803 grant of $12000 (August, 1985)
Grant of Radio Shack equipment (Dec. 1983, $12300)

National German Testing program - talented German student won a 4-week,

all-expense-paid trip to Germany (June, 1984)

National German Test student award winners in Northern California since 1984 placed:     
                3rd (1998),5th (1987, 1988), 6th (2000)

      8th (1990), 9th (1997), 11th (1992), 12th (1994), 14th (1999), 

      and in the senior division 5th (1996), 3rd (1999, 2000).


Background Information:

Robert Morrey became interested in using computers and in programming through course work at Stanford University in the late 1960's. He had a microcomputer in his classroom from January, 1979 until his retirement. Programming the computer and expansion of the computer network size and capabilities continued throughout his teaching career. Beginning in 1985 he was involved in developing and conducting training programs for the teachers of his department and for other high school and college departments. From 1982 on Dr. Morrey has made over 60 local, state, national and international conference presentations on using the computer in the foreign language classroom. Since 1988 Dr. Morrey has published several articles, completed four sets of German, French and Spanish practice software packages, and held eight partial or full-day workshops. Since he retired from full-time teaching in June, 2001, he has continued to revise and improve his materials on the Internet and has taught a few students in German 1-5 via the Internet. He believes a well-developed Internet-based course can be used effectively by motivated and interested students to acquire a very good ability to use the German Language (see the data on National German Test and Advanced Placement scores)..


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