Flipped instruction is beneficial practice, as long as it is not done to often and it is done to a high level. During some of my field experience the teacher would often have a worksheet or online project to be completed before the next class period. If there was time they were allowed to finish in class. I was amazed at how the students got right to work collaborated and just asked questions when they got "stuck".
I would need to find the most common sticking point in my classes that is where I see the most benefit. Since I will be teaching a content area that incorporates active learning; I will need as much time as possible for individual instruction and mentor-ship as possible. One of the most beneficial areas that I would use FIM for would be welding, let me explain, It is an individual task that is as much like art as anything that I can imagine.
There are fine motor skills and a "feel" for what is right. To model instruction for students they must all be wearing a mask or shield. As an instructor I must do the same thing, which covers my face and mutes my instruction, not to mention the sound of the "buzzbox". It is sensory overload for students. I have learned some great tips in welding from YouTube videos and personal experience. I take notes and then go and try it in my garage. I do the same thing when I am stuck with an automotive or small engine that I cannot diagnose correctly. I enjoy it and usually try to problem solve myself, but once that has been exhausted their I am filthy, dripping sweat over cell phone watching a video of someone solving my very specific problem. It is an AH-HAH moment waiting at your fingertips.
Here is a short film about FIM.