Visible teaching comes from the owrk of Dr. John Hattie. Meta-analysis of 800 meta-analyses. His one major take away was the imp of students cultivating their meta-cognition; their understanding of their own learning and thinkign processes, in order to excel. It is more effective then peer tutoring and time on task.

If you demystify the learning process, students can feel confident when they leave the class, not just about the course content, but that they can pick a different topic or idea and learn about it on their own. That they understand the difference bweet tasks where you memorize then forget, and ones that you want to deeply learn and build on for the months or years. And the syllabus is a great way to start to pull back the curtain on that learning process. Tell them
why you set up the course curriculum the way you did, Don't just say what the sign assignemnts are, but why they are important, adn why your stduents should care about them. Invite them to provide you feedback.

Dr Hammond uses the work of Hattie and others to teach CRT. WWhile it is way to indepth to go into here, on of the key lessons from her model is teachin students how to take control and track their own learning. This is so they can move from dep. to indep. learners.
Dependent learners are those who've learned to rely on teachers to do the heavy cog lifting, they don't know how to tackle novel problmes, and need lots of scaffolding. If they get stuck, they will passively wait until the professor "comes to the rescue". They are the "just tell me what you want" students. And they are going to have a hard time being leaders in a global society. You want to move those dependent learners to independent learners, which means not just serving up the course content, but taking the time to teach the tools they need. THis is a tough balance; there are probably already a lot of topics you want to cover in your class. Your syllabus might already feel packed to the gills, but it is important to break the memorize, reguritate, and forget cycle many studnets are on. What do you really want your students to walk away with? Can you drop a theory or topic, in order to spend more time giving one on one actionable feedback in class, teaching meta-cognitive skills, and go deeper into the key concepts of the course so that they have time to process and build on that new knowledge.