This study explores the potential of cogenerative dialogues to help teachers develop the adaptive instructional practices necessary for ambitious approaches to teaching diverse students. Specifically, the investigation examines asks: What information can urban U.S. high school teachers learn about students through such dialogues? and How do such teachers later leverage this knowledge in adopting adaptive teaching practices in the classroom? Findings reveal that, through their involvement in cogenerative dialogues, participating teachers gained insights into students' individual interests and social and learning needs. The teachers then utilized this new knowledge to enact classroom practices of responsive guidance and macro- and micro-adaptations.