Although research findings support elevated learning outcomes for students who engage in active science learning, faculty members are still resistant to using these practices. In this article we describe the observable features found in 17 evidence-based, active, science instructional practices to address the discrepancy between the effectiveness of these practices and instructors' willingness to use them. We assert that if university science instructors are aware of the observable features found in evidence-based practices, they would be better positioned to use these features in their teaching. Further, we hope that personal exploration of the observable features found in active practices will provide a foundation for an in-depth analysis of research and theory that supports student learning. The identified observable features include student and teacher actions as well as learning contexts. Further, we explore the patterns identified through our analysis of the observable features. These patterns include: multiple observable actions, varied learning contexts, prevalent observable actions, and the importance of student communication. Interpretations of these patterns are provided along with suggestions for incorporating the observable features into personal practice.