Component 1a deals with a teacher deeply knowing what content to teach. The teacher understands which skills and concepts are required for the students to know prior to the new information. They also know about the misconceptions and work to correct the issues. This component is important because it points out the importance of a teacher's approach to new learning. If a student's schema is already confused and twisted, a teacher should know this and rightly accomodate for it.
Knowledge of content and the structure of the discipline is based around the subject matter a teacher is teaching. Each subject is full of components, details, concepts, and skills to teach the student. It is knowing the full worth of a subject's content and the best way to present it. Knowledge of prerequisite relationships is when a teacher knows which prerequisites are required for the students to already know before they delve into new concepts. A teacher will be aware of this and write lesson plans that run in accordance to any prerequisites. Knowledge of content-related pedagogy is when a teacher knows the signature style a discipline is typically teach in and uses the most effective way to do so. I can implement this component in my classroom by understanding what/which prior knowledge is required in order for the students to thrive in their learning. This could even look like reviewing old subject material from the last year before introducing new material.
Artifacts:
Lesson plans that tie into the objectives of the curriculum
A list of resources for planning or ideas to use
Attending conferences or workshops to further knowledge in content field
Summer reading lists
Charlotte Danielson, (2011). The Framework for Teaching Evaluation Instrument. Retrieved from http://static.pdesas.org/content/documents/danielson_rubric_32.pdf