The present paper addresses a 2.0 implementation of a practical classroom strategy to increase university students' performance, with emphasis given to STEM subjects (Science, Technology, Engineering and Mathematics). METHOD. The starting point is a scheme based on the flipped classroom (FC) concept. The work, however, starts in the classroom, using a synchronous FC, and modifications are introduced to increase students' ability to work autonomously. The practical methodology is known as SABER (after the Spanish Supervisión del Aprendizaje Básico con Ejercicios y autoReflexión). RESULTS. The paper describes a 2.0 version that incorporates (a) rewarded mistake correction as a key part in students' consolidation of concepts; and (b) substantial changes in how subject content is introduced to students. In the latter case, comparison experiments and compared macroscopic physical properties have been used to introduce difficult concepts. DISCUSSION. This approach presents content from an experimental perspective that is much closer to students' existing knowledge. The paper also provides some specific examples and practical tips to demonstrate how easily the methodology can be implemented.