[Flipping your classroom] carries a load of assumptions, including (minimally) the fact that students (1) have access, (2) will bother to watch it, and (3) have the skills to process and make meaning of what they’re watching (note-taking, summarizing, and the ability to ask good questions about what they don’t understand for starters). In my experience, these skills often need to be explicitly taught and scaffolded for students.
What is with the insistence on the lecture (direct instruction) model? Teachers appear to be loving the ability to offer more engaging, open-ended activities in class now that students are watching lectures at home. What was stopping these teachers from offering these kinds of activities before? Why do teachers think students have to be told what to do before they actually do any math?