Imagine a class engaged in an authentic problem*. Let’s say they are trying to understand how to wire a ceiling fan (or some other thing, doesn’t matter). One student says, “Hey, I have a room in my house where I can turn the fan on in two different places.” The teacher then asks the class, “Why might this be valuable?” Students give some answers and the teacher says, “ok, how would you do it?” At this point the teacher might have students talk with partners, draw some pictures or mess around with some simple electrical circuits that mimic the room wiring. Students might “discover” ways to do this, and if they don’t, the teacher can show them a way to do it (after students have mentally wrestled with the task a bit). The key instructional piece comes next when the teacher can discuss parallel circuits and the flow of electrons through a circuit.
Notice how the teacher was able to leverage student experiences and interest to introduce a new concept in a way that encourages active mental engagement. Notice how the problem led to introduction of content. Yes, the content would be explained by the teacher, but only when students need the new information or to label something they have already mentally constructed.
A video (such as Khan Academy’s) cannot lead a group of learners like this. The flipped classroom does not encourage the organic flow of learning like this. I believe only a teacher who deeply understands their content and how people learn can create a learning experience like this.
*Please forgive the simplicity of of the example.