I have experimented with the "flipped classroom" model, off and on, for the past five years. A supervisor recommended it to me as her favorite model. I read the book, and dove right in. I haven't been impressed with the results. "Flipped classroom" seems to me to be no more than a glorified lecture. As Dr. Mussallem comments, "Good teaching, regardless of discipline, should always limit passive transfer of knowledge in class..." (http://www.edutopia.org/blog/flipped-classroom-ramsey-musallam).
It is difficult to to a quick check for understanding and to gauge for how the material is being received. If I give a bad example in a flipped lesson, I can't look at my students to get a read on how it is being received and if I should try a different approach. While proponents of the model believe that it will allow teachers to utilize their time in better ways, like higher order thinking and differentiation, as a wise teacher once told me, "If you don't have the time to do it right, when will you have the time to do it over?" If a flipped lesson goes over poorly, you have not helped anyone.
A teacher needs to know their strengths and weaknesses. Personally, I am a dynamic classroom personality with a strong ability to quickly pick up on my students' understanding of the lesson. I really lose something by allowing the front loading of information to happen in an off-site environment. It would take me time to assess their understanding of the lesson, and that time is valuable. Even with a quick "entry pass" or similar tool, I have lost something...a je ne sais quois, if you will.
When I find flipped lessons successful: I use flipped lessons when I am out. I give the screencast video to my sub, along with any relevant worksheets and explanations. The students can watch the lesson together, discuss it, and ask each other or the substitute questions. The students appreciate this kind of lesson, when I am out, and the substitute can evaluate real time and give me feedback on the success of the lesson.