This is modified slightly from a similar activity I did during a conference.
I introduced clock partners in my science class this past Wednesday and the students loved scheduling times with one another to meet as partners. My principal walked in while students were moving around getting their clocks filled up and he enjoyed watching the activity. Whew!
I have a class that requires some heavy differentiating. I choose to wait to introduce it to this group until I get a better feel for the students and their ability to work in small groups. I wrote about clock partners more in depth last January (if you click on "clock partners" under labels on the right it should take you to my original post on the subject).
I plan for the first month or so to have students meet as partners twice a week to work on an activity in the notebook. It is my hope that by doing that that students will quickly learn the expectations and how to work in small groups.
I gave them an activity to do right after they filled in their clock partners and the next day I gave them another activity (Safety Acrostic). I go over expectations for behavior each time and set the timer (I tell students they will never have longer then 10 minutes). If a group is unevenly matched I will monitor and help the group as needed but I will not rearrange groups. Students often want to sit on the rug to work but for the first month I will keep them at their desk to better monitor groups.
After about a month I will make it a point, when lesson planning, to put them in clock partner groups at least once a week.