● Silent Forest — Presentation Plan (Revised)
Duration: ~10 min | Audience: Fontys Students
Hook (1 min)
Open slide.html. Say nothing. Let the screen sit on: "Can you read..."
Wait for the audience to feel it.
Press →. "The dog ran fast across the green field." fades in.
"Good."
"This was given to me by Fontys — to check if IT students can read."
Pause.
"Now think of a relative under 10. A brother, sister, cousin. Can they read that?"
"Statistics say 1 in 2 children can't. Not in the 1800s. Today."
Setup (1.5 min)
Open the website.
"We wanted to visualize this — where it's happening, how bad it is, and whether things are getting better. So we built this."
Forest → each tree = a country. The height = years in school. The canopy = years of actual learning.
Point left: "3 years of actual learning. Haiti." Point right: "7.6. Chile."
"Same region. Very different realities."
Beat 1 — Sub-Saharan Africa (2.5 min)
Filter to Sub-Saharan Africa.
"Look at this forest."
Pause. Let it sit.
Click Niger.
"2.1 years of actual learning. A child spends years in school and walks away barely able to read."
Open panel.
"That learning poverty number — the percentage of children who can't read a simple sentence by age 10. Like the one on that slide."
Close panel.
Beat 2 — Timeline (1.5 min)
Reset filter. Hit play.
"20 years of data."
Let it run silently for 10 seconds.
"Some regions are growing. But the gap isn't closing. Progress is not automatic."
Beat 3 — Map (1 min)
Switch to Map.
"So where are we actually talking about?"
Silence. Let the map breathe for 10 seconds.
Gesture across the screen slowly — left to right.
"The darker countries — years of learning lost. The brighter ones — where the system works. Same planet."
Pause.
"It clusters. That's not a coincidence. This is structural."
Beat 4 — Scatter (2 min)
Switch to Scatter. Dismiss modal instantly — practice this.
"Same data, different question. X: years enrolled. Y: years actually learned. The dashed line is perfect efficiency — every year in school, a year of learning."
Gesture at the cluster below the line.
"These kids are in school 8, 9, 10 years — and learning almost none of it. The system is running. It's just not working."
Pause.
"That gap between the line and the dot — that's the loss."
Close (1 min)
Back to slide.html. Press → to reveal the sentence again.
"The dog ran fast across the green field."
Silence.
"Every child should be able to read that. Our data shows you which ones can't."
Stop.
Transition cues (practice these)
┌──────────────────────┬───────────────────────────────────────────┐ │ Moment │ What you say before switching │ ├──────────────────────┼───────────────────────────────────────────┤ │ Forest → Timeline │ "Let's see if it's getting better." │ ├──────────────────────┼───────────────────────────────────────────┤ │ Timeline → Map │ "So where are we actually talking about?" │ ├──────────────────────┼───────────────────────────────────────────┤ │ Map → Scatter │ "Same data, different question." │ ├──────────────────────┼───────────────────────────────────────────┤ │ Scatter → slide.html │ (no words — just switch) │ └──────────────────────┴───────────────────────────────────────────┘
One thing to remember: The sentence does the work twice — open and close. The Map does the work geographically so the Scatter can do it analytically. Each view has one job. Don't let them overlap.