Inquiry & agency
I design transdisciplinary experiences that begin with meaningful questions and give learners authentic choices in how they investigate, create, and share.
International elementary educator
Learning that is
inclusive, curious,
and connected.
I’m Lars Henke, a PYP-trained elementary educator who creates joyful, rigorous learning experiences grounded in inquiry, student agency, and belonging.
PYP trainedMA licensed 1–6Moderate disabilities PreK–8
CurrentlyGrade 4 TeacherArlington, Massachusetts
01 — Inquiry in action
Questions that became
something bigger.
Three learning experiences. Three distinct expressions of PYP practice: connecting disciplines, deepening understanding, and building community through student agency.
01Transdisciplinary learningGrade 5 · CT Douglas · 2018–19
What is the power of food?
Students connected culture, economics, biology, and mathematics—then designed food trucks, published a class recipe book, and raised funds for a local shelter.
Explore the case study ↗
02Conceptual understanding & craftGrade 4 · Bishop · 2025–26
Who are we as poets?
A prescribed writing unit became a sustained studio where students studied mentor texts, experimented with craft, revised deeply, and developed identities as poets.
Explore the case study ↗
03Agency, voice & communityGrade 4 · Bishop · 2025–26
How can our stories bring us closer together?
A six-month student-led newspaper transformed literacy into a real community practice as learners reported, edited, published, and wrote for an authentic audience.
Explore the case study ↗02 — Philosophy
“Every child deserves access to a joyful, rigorous, and inclusive education.”
Growing up dyslexic shaped my understanding of how powerful it is when students feel understood—and how harmful it can be when they do not. That experience drives my commitment to accessible design, meaningful challenge, and classrooms where differences are recognized as strengths.
My goal is to nurture confident, compassionate learners who ask thoughtful questions, see themselves and others in the curriculum, and understand their capacity to take action.
03 — Classroom approach
Designed for every
learner to thrive.
Strong relationships and intentional design create the conditions for deep learning. These principles guide my daily decisions.
Inclusive by design
Using UDL, differentiation, and close collaboration with specialists, I remove barriers while preserving challenge, dignity, and high expectations for every learner.
Belonging first
Responsive Classroom, SEL check-ins, and clear co-constructed routines create the trust students need to take risks, collaborate, and grow.
Approaches to learningThinkingResearchCommunicationSocialSelf-management
04 — Global perspective
A wider lens,
shaped by place.
Living, learning, and teaching across eight countries has taught me to approach culture with curiosity and humility. Select a place to explore the experiences behind that perspective.
United States · Current
Boston
Grade 4 teacherMy current home base and teaching context. I teach Grade 4 in Arlington, just outside Boston, designing inquiry-driven learning in a diverse public-school community.
05 — Experience
John A. Bishop School
Grade 3 & 4 Teacher · Arlington, MA
CT Douglas Elementary
Grades 4, 5 & 6 · Acton, MA
Teach Thailand Corps
English Teacher · Thailand
Peace Corps
English Teacher · Lesotho