Identifies the instructional routines that have the biggest impact on student learning; these practices are "visible" for teachers and students to see, because their purpose has been made clear. They are implemented at the right moment in a student's learning, and their effect is tangible; yes, the "aha" moments made visible by design. Applies Hattie's research, and shows: how to use the right approach at the right time, so that teachers can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep; which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, etc.; and, why the 8 mind frames for teachers apply so well to curriculum planning and can inspire them to be change agents in students' lives --and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one's impact on students' learning.