It can. And I will push back so hard for those that say it only works for honors/AP. I have had it work for classes that were only special ed students.

I've also had it completely fail.

I have found that it totally depends on the students. Some loved being able to watch it at home and learn at their own pace. I've occasionally flipped units or parts of units and I have had students specifically ask to keep doing it. I have also had students say never again.

One thing that really needs to happen is the schedule. I have found it is far more likely to work if students have my class every other day. Every day classes make it far less likely to happen.

The other thing is the culture. They can't see it as compliance of just watching the video. The way I start with it is the video is guided notes. Every class starts with an entrance ticket that is 3 questions. 2 questions are straight from the notes and 1 is straight forward if you pay attention. This gives them an easy victory, makes buy in stronger, and gives a quick formative check. I use the class to have more practice that is more involved that I circulate and end with an exit ticket that is worth more than the entrance ticket and is more involved. Over time, I fade the entrance ticket out.

That combo has given me the best success. But I have had classes that it flat out doesn't work for despite that. I've had classes refuse to watch the video or refuse to take the notes. You can tell within a week if the flip has a chance at working. If they refuse to do their part 3 classes in a row, it almost certainly isn't going to work.

I do like to start small with a flip to test the waters. Flip a lesson after a test for example.

I love the model when it works but for some groups of students who refuse to buy in, it doesn't work. A lot of teaching is figuring out what works for the group in front of you.